Childminder

Childminder

Unique reference number (URN): 2803296 Registered with Ofsted: 24/10/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Consistent gentle reminders support children to understand what is expected of them. The childminder is a positive role model, and children use good manners and, with support, demonstrate an understanding of sharing and turn taking. The childminder uses positive praise and takes time to explain to children why certain behaviours may not be appropriate. Children understand and work together to keep the areas clear.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to 'have a go' when completing tasks, meaning children have a positive attitude and persevere at tasks. For example, the childminder provides support for children when they use balance bikes, which encourages them to keep trying. The childminder plans activities for children that provide new experiences. For example, children learn about rabbits and how to care for them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm, respectful relationships with the children. Information gathered from parents when children first start provides consistent routines for children between home and the setting. As a result, children feel safe, secure and confident in the environment. The childminder supports parents to understand the importance of children's attendance and of them having a regular routine. Procedures are in place to ensure that any non-attendance is followed up.

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Inclusion Strong standard

Information gathered from parents when children first start and regular observations and assessments of children's development help to identify children's needs early. If gaps or delays in children's learning are identified, this is discussed with parents, and action plans are put in place. The childminder understands the roles of other agencies and when to contact them for support. This ensures that children and their families get the help and support they need in the quickest time possible. When required, the childminder works with other agencies to provide consistency for children and ensure they make the progress they are capable of.

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Inclusion Strong standard

She adapts activities so that all children can join in and experience success. This includes those with special educational needs and/or disabilities and those who may face other barriers to learning. For example, the childminder uses her knowledge of children's needs when planning activities to ensure they are suitably engaged and challenged. The childminder completes regular training to build on her knowledge and has a secure understanding of her role. For example, she recently completed training in simple sign language to provide extra support for children who speak English as an additional language or those who need further support for their speech and communication. The childminder understands which children would be entitled to additional funding and how this can be used.

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Achievement Expected standard

Children are happy, confident and independent learners who explore the environment confidently. They communicate and express their needs clearly. Children play well alongside each other and are beginning to make friendships. Children make steady progress from their starting points. They show delight as they dance and move in different ways to action songs, supporting them to build on their physical skills. They show they understand the expectations and rules of the setting and, with support, share the resources and equipment.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those with other barriers to their learning, enjoy plenty of opportunities to be independent. For example, from a young age, they cut their own fruit for snack, put their shoes on and manage their self-care needs well. Children are proud to show their achievements. They enjoy the activities and resources available to them and engage well in activities.

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Children's welfare and wellbeing Expected standard

The childminder ensures children receive support that promotes their health and wellbeing. Daily routines meet children's individual needs and follow children's routines from home. These routines help children feel safe, secure and settled. The childminder works closely with parents to provide consistency, which further supports children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder plans activities to support children to understand their self-care needs. As a result, children manage their own needs very well. For example, during snack time, children wash their hands, and the childminder supports children to prepare their own snack. The childminder plans activities to support children's understanding of oral hygiene. For example, they use resources to practise brushing teeth. During mealtimes, children talk about healthy food. In addition, children are provided with plenty of opportunities to be outdoors and develop their physical skills. This supports children to lead a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe, such as when using knives and when on outings. The childminder is yet to consider how she can incorporate online safety into children's learning. This means children are not gaining an understanding of how to keep themselves safe online.

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Curriculum and teaching Expected standard

The childminder has created a curriculum that covers all areas of learning and development and supports children with their learning. She knows the children well and plans around their likes, interests and next steps. By incorporating children's interests, she ensures they remain engaged for extended periods of time and stay focused on the intended learning. The childminder completes regular observations and assessments to ensure children make consistent progress. This ensures that children are well prepared for the next stage in their learning, including the move on to school. Overall, the childminder promotes communication and language well. She uses age- appropriate language and sings enthusiastically, and children show great delight as they join in. Although the childminder repeats words for children and adds words to extend sentences, she does not give them the time they need to process, repeat and respond. At

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Curriculum and teaching Expected standard

these times, children's communication and language are not fully effective. The childminder supports children's early mathematics well. For example, while children play, she counts along.

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Curriculum and teaching Expected standard

Children are supported well to develop their physical skills. As the childminder sings, the children dance and move in different ways. When outdoors, the childminder encourages children to use different equipment to build on their existing skills and develop new ones. She provides lots of praise when children achieve new skills. As a result, children show pride in their achievements. The childminder is caring and supportive, which supports children to feel safe and secure. She uses information about children's backgrounds to plan activities about the world around them. For example, children learn about other cultures, celebrations and what makes them unique. This supports children to learn about the wider world and have a sense of belonging.

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Leadership and governance Expected standard

The childminder works with a co-childminder, and together they regularly review and evaluate the care they provide for children. They recognise each other's strengths and weaknesses and support each other, which results in effective teamworking and supports them to manage their workloads effectively. The childminder evaluates activities to identify when these need to be adapted to support or challenge children further. The childminder completes training that enhances her skills. For example, she recently completed training in simple sign language to support children who may have difficulty communicating. This means effective support is in place to support children with special educational needs and/or disabilities and children who have other barriers to their learning. The childminder understands the importance of working with other agencies to support children and their families. She ensures she is up to date with changes to guidelines and legislation, so

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Leadership and governance Expected standard

policies and procedures are updated accordingly.

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Leadership and governance Expected standard

The childminder communicates with parents daily and provides them with appropriate information about their children's day and progress. The childminder shares observations and ideas for how parents can further support children at home with their next steps. Parents appreciate the information and guidance they receive. This regular communication provides consistency for the children, helping them to feel safe and secure and make consistent progress.

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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 show they feel safe, happy and settled at the setting. They separate easily from parents and are eager to play. The childminder uses her knowledge of the children to prepare the environment to match all children's interests for when they arrive. Children engage well as she plays alongside them. The childminder gathers appropriate information from children's parents when they first start. Consistent communication ensures she meets children's needs well. She uses her knowledge of the children to help them settle and to

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About this setting

build secure relationships with them. This means children feel safe and secure and confidently explore the resources and equipment available to them.

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About this setting

The childminder adapts her approach to children to ensure they are included in all aspects of the setting. This includes children with special educational needs and/or disabilities and children with other barriers to their learning. She completes additional training to further support children. This means all children make the progress they are capable of. The childminder knows the children well and along with her co-childminder has created a curriculum that she builds on what children know and need to learn next. Children engage in experiences that motivate them to focus and engage. The childminder introduces opportunities for younger children to practise and strengthen their hand–eye coordination. For example, the childminder encourages children to throw balls into a box. This supports children to build on their hand–eye coordination.

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About this setting

The childminder encourages children to develop independence skills through everyday routines. At mealtimes, younger children practise holding spoons while being supported to eat, helping them build confidence and coordination. As a result, children feel secure and valued and make steady progress from their starting points, particularly in confidence and early independence.

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Next steps

The childminder should further support children's communication and language by providing children with the time they need to process and respond to information and questions. The childminder should consider how she can support children and their families to understand healthy screen time, including how they can keep themselves safe online.

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About this inspection

The inspector spoke with the childminder and parents 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. Unique reference number (URN): 2803296

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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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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