Childminder

Childminder

Unique reference number (URN): 2803517 Registered with Ofsted: 19/09/2024 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 Strong standard

Children thrive in their learning and development. They benefit from assessment being used effectively to identify age-appropriate next steps. This ensures learning is pitched at the correct level for all children. Children, including those with other barriers to learning, make significant progress. For example, children who struggle with their emotional development and social skills quickly begin to learn to self-regulate and participate in large group activities. Younger children develop their gross motor skills through opportunities to step on and off equipment and confidently slide down a slide.

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Achievement Strong standard

Children develop rapid communication and language skills. They build their understanding through hearing words repeated to them and begin to use these words independently. For example, after eating their snack, they say 'finished' because they have heard this modelled consistently. Children who struggle with letter sounds are quickly assessed using a communication audit, such as Stoke Speaks Out, to identify clear next steps. As a result, children develop their spoken language and acquire new vocabulary.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established routines that are consistently embedded throughout the day. She takes her time to teach children these routines so that they know what is expected of them. For example, when moving from play to snack time, children know it is time to wash their hands. The childminder consistently follows her step-by-step process for effective handwashing, and children learn about germs through songs that reinforce the importance of washing them away. As a result, children follow routines confidently, behave well and show increasing confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed excellent relationships with children and their parents. She uses an online communication tool to share detailed daily diaries with parents. Parents report that they find these thorough and that the information helps them to further support their children's learning and skills at home. The childminder also has effective systems in place to monitor children's attendance. She understands how regular attendance supports children to develop positive attitudes towards learning and prepares them for moving on to school. As a result, children benefit from strong relationships between home and the setting and develop positive attitudes to their learning.

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Children's welfare and wellbeing Strong standard

The childminder is highly nurturing towards all children and has developed secure relationships with them. She takes a gentle approach to supporting children's learning and development, giving them time to explore and learn at their own pace. For example, children who struggle to self-regulate and manage their behaviour in larger groups are given time and space to socialise within a smaller group to build their confidence. As a result, children feel safe, secure and grow in confidence around others.

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Expected standard

Children benefit from healthy snacks and are encouraged to be independent when eating. Younger children show perseverance and concentration as the childminder guides them to grasp a spoon to scoop yogurt. The childminder consistently works closely with parents to promote healthy lunch boxes and encourages children to drink water. This ensures that children are developing healthy eating habits.

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Expected standard

The childminder builds excellent relationships with parents. She gathers robust information about their children during admission to her setting. For example, the childminder finds out about any allergies, and dietary requirements to ensure children's wellbeing is fully supported. She demonstrates a rich understanding of the importance of children's welfare by establishing safe sleeping arrangements that meet individual needs. As a result, children are safe and well cared for.

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Curriculum and teaching Strong standard

Children receive consistently high-quality teaching within the childminder's home-from-home setting. They are extremely well supported through an ambitious curriculum that is carefully sequenced for all children in her care. The childminder takes time to find out children's interests and uses this information to shape the curriculum. For example, when she knows children are interested in space and astronauts, she uses this to develop their self-care needs, such as toilet training. This helps children to become independent in managing their own personal healthcare needs.

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Curriculum and teaching Strong standard

Children consistently develop their communication and language skills. They are taught new vocabulary during play. For example, they learn to name animals and recognise them by their stripes. They also learn to name their emotions through hearing stories read to them, such as 'The Colour Monster'. The childminder repeats words for children to hear, and over time, children begin to say them themselves, such as 'finish' after having their snack. The childminder works closely with parents to develop children's pronunciation of sounds. She recognises when children are struggling to say certain sounds, so swiftly puts interventions in place. This supports children to make effective progress.

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Curriculum and teaching Strong standard

Children develop mathematical language and counting skills. They hear the names of shapes as they match coloured shapes on the peg boards. The childminder models counting one by one for children, which helps them to understand early number skills.

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Inclusion Expected standard

The childminder has developed an inclusive practice at her setting. She assesses the existing knowledge and skills that children arrive with and uses this information to plan purposeful play and learning experiences throughout the day. Generally, children, including those with other barriers to learning, thrive in her care. For example, for children who struggle to self-regulate she implements strategies, such as reading 'The Colour Monster', to help them explore and understand their emotions. Furthermore, she takes children out on visits to local stay-and-play sessions so they can build their confidence in playing alongside larger groups of children. As a result, children are well supported in their personal and social development.

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Inclusion Expected standard

Typically, the childminder identifies quickly through her assessments, where children need further support in their speech and language development. She works closely with other agencies to ensure children receive the help they need. However, the childminder has yet to build further on her knowledge of supporting children with special educational needs and/or/disabilities (SEND). The childminder recognises that this will help to strengthen her knowledge and skills to further develop her practice for children with SEND.

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Leadership and governance Expected standard

The childminder effectively meets the statutory requirements of the early years foundation stage. She has designed a highly effective curriculum for all children who attend her setting. Parents report their children have thrived since starting at the homely setting. They explain that their children, including those with other barriers to their learning have made rapid progress in their emotional and social development. As a result, parent partnership is highly effective.

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Leadership and governance Expected standard

The childminder recognises the strengths of her setting and is reflective about her own professional development. She carries out her own research, when she identifies that children may need additional support. The childminder also works closely with other agencies. For example, when she identifies that children are not yet at the expected stage of development in their speech and language, she seeks support from a speech and language therapist to gain the necessary knowledge and strategies. This enables her to provide targeted support that helps children make the best possible progress in their communication and language. However, partnerships with the other settings children attend are not yet consistently established. The childminder recognises that these links would help promote a more collaborative approach to children's learning and development.

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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 greeted warmly by the nurturing childminder. They seek cuddles from her and show through their smiles how happy they are to see her and each other. Relationships with parents and the childminder are highly effective. Parents report that the gentle approach she takes to their children's learning and development has had an impressive impact on their children's emotional development. As a result, children are safe, happy and feel a strong sense of security in the childminder's home.

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

Children have fun and enjoy their learning. For example, they use shape sorters to post shapes and recognise colours as they peg different shapes onto the board. Children enjoy learning about animals and focus closely on features, such as their stripes. They consistently hear new words and engage confidently in conversations with the childminder. Children who are developing their physical skills have many opportunities to build these important abilities. They use soft-play equipment to climb up and then down the slide. The childminder supports them sensitively, offering her hand and guiding them step by step. She praises children for having a go themselves, which encourages them to keep on trying.

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

Children behave extremely well and enjoy the large outdoor garden. They run up and down the space giggling as the childminder joins in with their play, creating a joyful and relaxed atmosphere. Children show high levels of independence as they explore the garden area with confidence. The childminder recognises when children need a break and encourages them to have their snack and water. As a result, children benefit from learning in the outdoors, helping to keep their bodies healthy and nourished.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 17:30

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About this setting

Local authority: Staffordshire The childminder monitors children's attendance closely. She has an online system to help her identify pattens and trends in children's irregular absence. This helps to build positive habits for future learning.

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Next steps

The childminder should develop her knowledge and understanding even more to support children with special educational needs and/or disabilities. The childminder should strengthen partnerships with the other settings children attend to promote a consistent collaborative approach to children's learning and development.

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About this inspection

The inspector spoke with the childminder and children, and took account of parents' views 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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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. 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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