Moate, Aimee Rose

Childminder

Unique reference number (URN): 2783487 Registered with Ofsted: 19/04/2024 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

All children make appropriate progress in their learning and development from their individual starting points. Children develop confidence in their play choices, and they self- select toys and where they would like to play. This is helped by a range of resources stored at their level, to appropriately support their play.

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Achievement Expected standard

Children enjoy the company of others and begin to form friendships. They initiate conversations and express their needs and preferences. They enjoy role play. For example, children make pretend ice creams. They use their communication and language skills to begin to use familiar words as they play.

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Achievement Expected standard

Children gain a range of skills to help them be ready for their next stage of education, school or pre-school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. For example, she promotes manners by encouraging children to say 'please' and 'thank you'. The childminder helps children to understand boundaries and what is expected from them during play. For example, she clearly explains that they cannot throw toys during play. However, at times, the childminder is not always clear enough to help younger children fully understand how to take turns during play, through more structured support to help them build these skills further.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they are beginning to form friendships with each other. For example, young children play alongside each other and often engage in similar play to the child next to them. Older children appreciate close friendships. The childminder builds close relationships with children. They show that they are very settled and content in her care. Children have positive attitudes to learning and show sustained engagement in learning through planned activities and during free play. For example, children enjoy role play and making pretend ice creams.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive attendance in her setting. Parents inform her of any changes to their usual routines, so that she is aware of how to support children.

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Children's welfare and wellbeing Expected standard

The childminder gets to know children well and understands how individual children learn best. The childminder considers what children like to do and how they learn best. For example, some children enjoy the opportunity to develop their large-muscle movement through trips to different parks. The childminder is mindful of choosing suitable locations to help keep children safe, for example, during extreme heat. This shows her risk-assessment knowledge to support children's welfare and wellbeing effectively. Children learn about their own safety well, through discussion about road safety while out on trips. The childminder works well alongside parents to help children receive healthy meals. She is aware of children's allergies and how to support these effectively. Children show confident knowledge of hygiene routines through handwashing. They develop their independence skills through completing tasks for themselves, such as feeding themselves, using cups to

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Children's welfare and wellbeing Expected standard

drink from and wiping their own noses. However, some of the curriculum planning is less well embedded, for example in helping children build some skills further over time, in order to help with key developmental stages, such as potty training.

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Curriculum and teaching Expected standard

The childminder plans her curriculum to help all children learn through real-life experiences. For example, children learn through visits to local farms, specialist environment centres and local woodlands. This helps her to provide learning experiences that cover all 7 areas of learning. At times, some sequencing of the childminder's planning is less clear on how she builds children's skills further over time.

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Curriculum and teaching Expected standard

The childminder creates an environment where children develop their communication and language skills well. For example, she enthusiastically talks to children to promote interactions. Children hear a range of language, such as 'sprinkle' and 'scoop', as they become engrossed in playing with coloured rice. The childminder supports their emerging mathematical understanding as she supports them to count and consider volumes as they pour and empty.

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Curriculum and teaching Expected standard

The childminder includes stories as part of the children's day. Younger children enjoy sensory books and touch the varying textures. Older children show knowledge of how to carefully handle books as they turn the pages and look at them with interest.

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Curriculum and teaching Expected standard

The childminder reviews children's development regularly and keeps parents up to date with their development.

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Inclusion Expected standard

The childminder offers an inclusive approach in her setting. She does not currently care for children with special educational needs and/or disabilities or children previously known to social care. However, the childminder is aware of how to adapt her activities to support children with a range of needs and how to consider if there are any barriers to children's achievements. For example, the childminder currently plans activities to incorporate children's varying ages and skills. The childminder has a suitable knowledge of what steps to take if she has concerns about children's development. She knows the importance of making referrals to access specialist support and would seek guidance to help her own practice.

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Inclusion Expected standard

The childminder is aware of the statutory progress check at the age of 2 and what information to include. This helps her to identify any areas where children may need further support in their learning and development. The childminder has a suitable understanding of the importance of working with parents to ensure that her assessment of children's learning at 2-years-old is passed onto the relevant professionals.

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Leadership and governance Expected standard

The childminder has recently developed her setting to include working alongside an assistant on most days. She has carefully structured the support for children and the assistants to slowly pace their induction processes, so that children are comfortable. This also helps to manage the workload pressures for each assistant to support their wellbeing and understanding of their roles and responsibilities. The childminder monitors the assistant's practice, so that she is able to oversee the activities that the assistant plans and their professional development, well. This shows the high priority that the childminder places on children being at the heart of any decision making.

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Leadership and governance Expected standard

The childminder keeps her knowledge up to date and makes suitable changes to her practice as a result. For example, she is adapting children's sleep routines, to take into consideration the recent changes to sleep advice for children in early years settings. This shows that the childminder continues to develop her understanding and ensures that children remain safe.

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Leadership and governance Expected standard

The childminder positively works alongside other professionals, such as the local authority early years advisor. Parents give high praise to the childminder for her care and attention to their children. They feel that she keeps children safe and that their children have benefitted from their time in her care.

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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 feel at home and relaxed in the childminder's care. They show that they feel safe, secure and settled. They enjoy opportunities to engage in play and learning with the childminder and other children. In addition, they have opportunities to develop further confidence and social skills in the wider world, through outings. These trips support children to learn about topics that they may not be as familiar with, to help extend their understanding further. For example, children observe frogs in their natural habitat, in ponds at a local environment centre. This helps to build their understanding of the natural world.

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

Children benefit from activities which help to give them an awareness of people who may have different religious beliefs to them. For example, the childminder ensures that she shares activities from different religious festivals to help children positively understand the differences between themselves and others. This helps children to have a sense of where they belong.

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

Children's attendance is positively promoted through partnership working between the childminder and parents. Children's backgrounds and individual circumstances are well understood, which helps the childminder to provide specific support where needed. All children have the opportunity to access the curriculum as the childminder promotes inclusivity.

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

Typically, positive behaviour is supported effectively through boundaries set by the childminder. As a result, children learn how to play appropriately and engage well in learning. Children learn suitable routines for nappy changing and mealtimes.

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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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Next steps

The childminder should enhance her curriculum planning to refine the sequencing of activities to promote children's learning and development further. The childminder should continue to develop the support for children's behaviour to help children to understand what is expected of them.

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About this inspection

The inspector spoke with children and the childminder 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

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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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