Childminder

Childminder

Unique reference number (URN): 2807998 Registered with Ofsted: 10/10/2024 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

The childminder has a clear focus on the wellbeing and welfare of all children that attend her provision. She is very attentive to the emotional and physical needs of the children and is quick to notice when a child needs reassurance. She adjusts her methods with care to ensure that each child feels safe, appreciated and understood. Children demonstrate emotional security and confidently seek support when they need it because they know that they can get this support from the childminder. Children show that they feel happy and included through the range of activities and experiences that she offers.

p.2

Children's welfare and wellbeing Strong standard

The childminder is secure in providing the children with the skills and support they need to lead healthy lifestyles. She teaches the children about the need to drink in hot weather conditions, and understands the importance of daily physical opportunities to support children's skills. She provides a stimulating outdoor provision that has been carefully designed to mirror the opportunities available to children inside and promote challenge while minimising unnecessary risk. The childminder provides fresh home-cooked meals for the children, considering any dietary or cultural needs. Children thoroughly enjoy their meals, which are carefully prepared to meet children's stages of weaning.

p.2

Children's welfare and wellbeing Strong standard

The childminder fosters a wonderful sense of belonging among children by celebrating their individuality. She recognises and values their achievements, interests, families and cultures as children gain confidence in their own identities. Furthermore, children greet visitors with assurance, eagerly expressing their thoughts and experiences. This demonstrates the strong bonds they have formed with the childminder, who always listens to them, appreciates their viewpoints and motivates them to grow into confident and resilient individuals.

p.2

Achievement Expected standard

Children typically make progress from their starting points across all areas of learning. However, this could be further strengthened through the curriculum, and through next steps being precisely aligned to what children need to know next based on their age and stage of development. This includes children who face learning challenges or those who are learning English as an additional language. As children decide what to play with, they cultivate their independence. For example, children show maturity in following routines to prepare for lunch. They are aware of the steps involved, such as taking the steps to the sink so that they can reach the tap, use soap and dry their hands. When it comes to lunchtime, they demonstrate good manners and effectively use cutlery to enjoy their meals. Furthermore, children show curiosity about the range of resources and activities available, exhibiting concentration and enthusiasm as they pursue their goals.

p.2

Achievement Expected standard

As children engage with the childminder and others during play and daily activities, they enhance their communication and language skills. They are able to hold conversations with the childminder to get their needs and wants across, while also paying close attention and responding to basic instructions. Children regularly sing, and the childminder uses songs and rhymes to teach children about concepts such as sharing and tidying up. Additionally, children build their foundational mathematical knowledge by hearing numbers, counting and learning about shapes during their interactions with the childminder.

p.2

Achievement Expected standard

Children take full advantage of outdoor opportunities to enhance their large-muscle skills, such as through walking, running and climbing. Their fine motor skills improve as they insert lollipop sticks into slits in boxes in a colour-matching game created by the childminder. Children navigate the childminder's home with increasing confidence, control and joy.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to understand the daily routines and what is expected of them through clear and calm conversations and modelling. Transitions throughout the day are calm and meet the children's needs. For example, the childminder will take the children's lead and be flexible about when children choose to play inside or outside. Children show mature levels of enjoyment in the activities and learning opportunities available to them. For example, they exhibit levels of concentration and a 'can-do' attitude to achieving what they have set out to do. However, at times, the childminder focuses too heavily on academic achievements, such as by focusing on children's counting even when they show that they are wanting to do something else.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations and serves as a great role model. She communicates with the children in a respectful manner, using straightforward and clear language to aid their comprehension. The children react positively to her, listening to her requests and following through with the clear directions when the childminder speaks to children about sharing and taking turns. Children show delight when they receive praise and recognition from the childminder. For example, children smile and want to please the childminder when she says 'bravo' in response to their positive attitudes to learning or achievement of a new skill.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children participate in basic routines, such as at mealtimes, when finding their shoes for outside play and when putting away toys. This aids them in grasping daily expectations and fosters their independence. Children generally play well with their peers, and are beginning to exhibit care and empathy from an early age. The childminder supports this by reminding them to take turns with resources and providing them with the vocabulary to help them start recognising and naming feelings and emotions.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents when getting to know children in order to be able to mirror and ensure their personal care routines. This supports continuity in children's care and helps them settle into familiar routines. The childminder works with parents to support attendance.

p.3

Curriculum and teaching Expected standard

The childminder generally plans a curriculum that supports children's progress and focuses on their interests. She typically incorporates learning opportunities into everyday play and routines. The childminder uses observations and her knowledge of the children to build on their development. However, there are instances when the next steps outlined for the children do not correspond with their immediate needs. For instance, the next steps put emphasis on academic milestones such as counting and recognising the alphabet, which do not always align with the children's current age and developmental stage.

p.3

Curriculum and teaching Expected standard

The childminder nurtures the development of children's communication and language skills. She uses clear vocabulary and straightforward sentences to aid children in grasping what she is asking from them. While engaging in play with the children, the childminder is skilled at providing a narrative as they play; she describes their actions, ensuring that children are continually exposed to language. Additionally, the childminder focuses on helping children understand mathematical concepts, especially numbers. She takes advantage of everyday situations, such as by counting the cucumbers at lunch, and initiates games that involve adding one more to a sequence.

p.4

Curriculum and teaching Expected standard

The childminder is skilled at adapting her approach to the varying needs of the children, and understands how to support children who face barriers to learning or children with special educational needs and/or disabilities. For instance, when working with children who are learning English as an additional language, she takes the time to listen and then echoes their phrases and sentences back to them in English. Her deep understanding of each child allows her to tailor her approaches effectively.

p.4

Inclusion Expected standard

The childminder makes sure that every child feels valued and welcomed in her environment. She takes the time to understand both the children and their families through well-planned settling visits, allowing her to provide thoughtful support for their needs. Additionally, the childminder tailors her communication methods to assist all children, including those who are learning English as a second language. The childminder speaks both Romanian and English, providing valuable support to children who also speak Romanian as their native language.

p.4

Inclusion Expected standard

From the very beginning, the childminder discovers what children are capable of. She keeps track of their continuous progress and development by using observations and assessments. Additionally, the childminder collaborates with parents to fully understand children's needs. She regularly updates them on their children's ongoing development. However, this could be further strengthened by using her assessments to pinpoint exactly what children need next in their learning and development.

p.4

Inclusion Expected standard

The childminder possesses a solid grasp of how to assist children with special educational needs and/or disabilities (SEND). She has previously undertaken training around SEND and inclusion and collaborates closely with the local authority. This supports her to identify the agencies that can offer support for children who are not developing typically. Additionally, the childminder shows an awareness of the importance of partnering with parents when concerns arise, ensuring that children receive consistent care.

p.4

Inclusion Expected standard

The childminder incorporates learning about various cultures and traditions into her curriculum, helping children learn about both themselves and others. Children also go on outings to local parks and children's centres for stay-and-play groups. These experiences foster a sense of inclusion and enhance children's understanding of the local community and the broader world.

p.4

Leadership and governance Expected standard

The childminder runs her setting with dedication, always putting the children's best interests first in every choice she makes. She has a clear vision of the experiences and achievements she wants for the children she looks after, and this vision is evident in the high-quality care she provides daily. Her commitment to the children's wellbeing is secure, ensuring that every decision aligns with their needs and aspirations. The childminder has a curriculum in place; however, at times, this does not align with what children need now and next based on their age and stage of development.

p.5

Leadership and governance Expected standard

The childminder is committed to her continuous professional development, setting aside weekly time for training and attending webinars with other professionals. She can see how this training influences her work with children. Furthermore, she collaborates with the local authority to evaluate her services, and is open to feedback on improvements and how to enhance what she offers.

p.5

Leadership and governance Expected standard

The childminder has formed secure and collaborative relationships with parents, ensuring that she shares what children are learning and doing at the setting, as well as key information about next steps in development and children's care routines. Parents' feedback is very positive and a testament to the opportunities provided for children and the care they receive.

p.5

Leadership and governance Expected standard

Even though the childminder is not receiving any extra funding for the children she looks after currently, and has never received this in the past, her inclusive approach and her knowledge of how to support children with special educational needs and/or disabilities, or barriers to their learning, give confidence that any additional funds would be used effectively to enhance children's learning and development.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel incredibly happy and comfortable in the nurturing atmosphere established by the childminder, which supports them to feel safe and secure. For example, the childminder took the time to prepare the children for the inspection and any visitors to the setting, ensuring that they felt ready and emotionally supported.

p.6

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

Children thrive on having consistent routines during the day, and this helps them anticipate what comes next and enhances their emotional wellbeing. The childminder engages with the children during various activities and games, which the children find immensely enjoyable. For instance, when children express curiosity about the spray water bottles, she participates by turning it into a game, integrating and demonstrating numbers as they each contribute one more to the total while spraying their water. Children giggle with the childminder and show much enjoyment in simple games and activities. The childminder's calm and attentive demeanour fosters a sense of comfort and confidence in the children, encouraging them to join in.

p.6

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

Children love engaging in various activities and experiences that aid their learning and growth. They particularly delight in sensory play, such as washing farm animals with different tools. The childminder is confident at introducing new concepts during play, discussing topics such as emotions and explaining how the animals will feel happy once they are clean. Children are provided with an environment that fully supports their communication and language skills. For instance, children who speak English as an additional language are encouraged to express and listen to words in both their native language and English, in accordance with their parents' preferences.

p.6

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

Children engage in play with their friends, discovering the importance of sharing and cooperating. The childminder is attentive to the children's needs, offering emotional support and modelling appropriate behaviours in a way that suits their age and stage of development.

p.6

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

The childminder has formed secure relationships with parents where information about children's learning and development is shared, including about the importance of attendance in terms of outcomes for children.

p.6

Next steps

The childminder should ensure that the curriculum and children's individual next steps closely align with what children need next, considering their age and stage of

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9