Childminder

Childminder

Unique reference number (URN): 2772008 Registered with Ofsted: 25/06/2024 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

Typically, children make good progress from their starting points, including those who may face barriers to learning. The childminder has a secure understanding of child development and identifies children's next steps. She monitors children's progress consistently and plans activities that build on their current skills and knowledge.

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Achievement Expected standard

Babies develop secure relationships with familiar adults. They seek out the childminder for reassurance during the day. Older children build independence, communication and social skills. They share ideas during their play and work together to build dens. They work cooperatively and take turns well. They enjoy books and songs regularly.

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Achievement Expected standard

Children develop fine motor skills using scissors and pencils to create pictures for their parents. They build physical skills by climbing, running and balancing, both in the indoor and the outdoor area. Overall, children develop the skills they need for the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She is consistent and clear when explaining boundaries, which helps children to understand what is expected of them. This includes children who may face barriers to their learning. Children respect each other and show a willingness to share, even when other children are engaged in other activities. The childminder is a positive role model, who teaches children how to treat others with kindness and respect. They consistently use their manners when requesting something from other children or the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the importance of keeping the space tidy and safe. They work together to ensure the resources are looked after and put away once they are finished with. The childminder is calm and responsive to children's needs. Children are receptive to this environment and, in turn, stay calm and patient during difficulties. This gives children skills they need for the future, such as resilience. The childminder praises positive behaviour. For example, when children offer to share their toys the childminder thanks them for their kindness and consideration.

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Behaviour, attitudes and establishing routines Expected standard

Regular attendance is promoted to all families. The childminder is flexible and will accommodate their differing needs.This supports building good habits ready for their future education.

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Children's welfare and wellbeing Expected standard

Children are given daily opportunities to enjoy outdoor play and fresh air. They build confidence in their physical skills by using bikes in the garden space. The childminder has a good knowledge of how to keep children healthy. She encourages families to provide nutritious lunches and she prepares snacks that are healthy and prepared safely. The childminder creates a homely atmosphere, where children feel visibly safe and secure in her care. They settle well into her setting. During settling sessions, the childminder finds out information about children's routines at home, including sleeping and eating. She is flexible and adapts her routines to support children to feel secure. The childminder provides daily feedback to parents about their day.

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Children's welfare and wellbeing Expected standard

All children, including those who may face barriers to their learning, develop their independence skills. They climb onto a stool to wash their hands with support. Children attend to their own toileting needs. The childminder shows a good understanding of the importance of developing the children's social skills. Mealtimes are social occasions, with children maintaining conversation with others while eating. They visit the local library to meet other children. As a result, children are emotionally secure and confident learners.

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Curriculum and teaching Expected standard

Children's learning and development is well supported. The childminder adapts her teaching to their different stages of development. She places a large focus on communication and language. The childminder promotes a love of books and reads regularly to children. Children independently sit in the reading area to look at books by themselves. The childminder attends speech and language training in order to be able to support children in their communication and language development.

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Curriculum and teaching Expected standard

The curriculum reflects children's interests and current abilities. Children who show a strong interest in mathematics can name shapes they are cutting out. The childminder asks children simple calculations and children show a sense of pride when finding the correct answer. Children develop their fine motor skills. They access resources of differing sizes to suit their abilities. For example, younger children hold thicker pencils to make marks. The childminder encourages older children to form a secure grip when drawing. The childminder sensitively corrects children's misunderstandings. For example, when a child writes their name with a capital letter at the end, the childminder explains that only the letter at the beginning of their name is a capital. This helps children develop the skills they need for their next stage in education.

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Inclusion Expected standard

The childminder uses effective assessment of the children's learning and development from them starting at her setting. This helps her to identify any extra help children may need quickly and accurately. The childminder contacts other professionals for advice about how to support children's speech and language development. She implements strategies taken from training and advice to ensure children continue to progress.This minimises the barriers to children's development.

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Inclusion Expected standard

The childminder completes the required progress check at age 2, but has not yet embedded regular discussions with parents about children's learning and development. As a result, there is not yet a shared and consistent approach to children's learning between the setting and home.

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Inclusion Expected standard

The childminder uses additional funding to provide resources and new experiences to support children's overall learning. She adapts activities so children of all ages and stages of development can access these and build on their current knowledge. For example, younger children are supported with scissors. Older children reflect on previous learning about collecting sticks and how to arrange them to start a campfire while taking part in a craft activity. As a result, all children make progress from their starting points.

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Leadership and governance Expected standard

The childminder has a secure understanding of the importance of her role.The childminder regularly visits a local science museum to develop children's understanding of the world around them. Her setting is a place where families feel valued and settled. She understands the challenges that some families face and works hard to reduce the impact of these on the children that attend her setting. She has developed strong partnerships with parents, who particularly praise her for her daily communication and calm, nurturing nature. She considers parents' views when making decisions about the setting.

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Leadership and governance Expected standard

The childminder reflects on her practice and evaluates her setting regularly. She identifies areas which she feels are priorities to further improve her practise. The childminder attends some training and recognises the importance of developing her professional knowledge. However, she does not yet fully target her training to meet the specific individual needs of children or gaps in learning.

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Leadership and governance Expected standard

The childminder takes into account her own wellbeing. She enjoys being outside with the children and takes regular time off to spend time with her family.

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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 happy in the childminder's calm, home-from-home setting. They seek her out to join their play and have strong, trusting relationships with her. The childminder recognises when children need reassurance and offers a cuddle. Children then request a cuddle to regulate their emotions, showing they feel safe in her care. The environment is calm. Children happily chat about their experiences at the childminder's and can list their favourite things to do, showing a sense of belonging. They work together to build dens and take turns sharing resources. Children show good manners and patience, when requesting extra blankets to make the den bigger. They show excitement when they climb inside the den and use torches to light the inside. Children enjoy conversations about what else happens when you camp outside. Older children describe needing fires to keep yourself warm.

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

Children enjoy helping the childminder to grow fruits and vegetables in the garden space. They understand when they are ready to be picked and can describe their life cycle from seed. They discuss the importance of eating fruits and vegetables. They gain valuable knowledge about their local community, when exploring the area daily. They visit the local library and museums, developing their understanding of the world around them. Children state that they enjoy going for walks in the community.

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

Younger children count past their age and up to 5 when discussing their birthday. They can name shapes they see in their environment and during their play. They celebrate with the childminder when they succeed. The childminder praises their efforts, which builds their confidence and self-esteem. All children develop well from their starting points. This includes children who may face barriers to their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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 further support children's learning at home by sharing children's current learning with parents. The childminder should focus her own professional development to support children's individual needs.

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About this inspection

The inspector spoke with the childminder 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

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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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