Childminder

Childminder

Unique reference number (URN): 2798958 Registered with Ofsted: 27/08/2024 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a priority for the childminder. She ensures that all children, including those facing challenges or special educational needs and/or disabilities, develop secure attachments and feelings of belonging by adapting transitions and settling-in sessions when needed. As a result, children are confident, emotionally secure and comfortable in the environment. The childminder promotes healthy lifestyles successfully through discussions and activities about healthy eating, oral health, physical activity and hygiene. For example, at mealtimes, children learn which foods are healthy and which foods should be enjoyed as a treat in moderation. Children recall that bananas have vitamins that keep their bodies healthy. Children become increasingly confident to manage aspects of their own personal care, such as washing their hands.

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Children's welfare and wellbeing Strong standard

The childminder adapts her practice effectively to meet children's changing needs. She knows children very well and has a clear understanding of their individual needs, interests and circumstances. Children benefit from a nurturing environment where their wellbeing is prioritised, and the childminder responds sensitively to their emotions, worries and emerging needs. Parents and families feel comfortable sharing concerns and important information because of the trusting relationships they have with the childminder. This enables her to identify when children need additional support and respond promptly to help them feel safe, secure and valued.

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Children's welfare and wellbeing Strong standard

Children also benefit from experiences outside the childminder's home that broaden their understanding of the world and contribute positively to their wellbeing, such as visiting local care homes to participate in singing sessions. As a result, all children are supported to flourish.

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Inclusion Strong standard

The childminder has a detailed understanding of children's individual circumstances, needs and potential barriers to learning. She identifies emerging needs quickly and uses this knowledge effectively to adapt experiences and support children's wellbeing and development. Children who face challenges or special educational needs and/or disabilities (SEND) receive targeted support that helps them participate fully in the curriculum and make good progress from their starting points.

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Inclusion Strong standard

The childminder works particularly effectively with children who have experienced temporary disadvantage or difficult circumstances. She recognises the impact that family circumstances can have on children's development and takes purposeful action to widen children's opportunities. For example, she takes children on visits to local parks and the library, as well as attending other social groups. The childminder develops strong relationships with families to help ensure that support is tailored and responsive to any changing circumstances. Although no eligible children currently attend, the childminder has a robust understanding of how to spend additional funding, such as early years pupil premium, to maximise the impact on children.

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Expected standard

The childminder demonstrates a secure understanding of local support services and specialist agencies that support children with SEND. She knows what action to take when any developmental concerns arise to work in partnership with other professionals while supporting families. The childminder works closely with parents to ensure that children receive consistent support and make progress towards their goals. Her effective work has helped children become more confident, settled and ready to engage in learning regardless of their starting points or circumstances.

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Leadership and governance Strong standard

The childminder demonstrates reflective and effective leadership. She understands the strengths of her provision and identifies areas she wishes to improve. The childminder ensures that all decisions she makes about her provision are focused on improving outcomes and experiences for all children, including those with special educational needs and/or disabilities, or those facing other disadvantages.

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Leadership and governance Strong standard

The childminder ensures that her continued professional development is carefully considered and purposeful. She actively seeks training that is relevant to current children's needs and interests, such as forest school, and applies her learning effectively in practice. For example, she recently completed local authority training to further support children's oral health and has incorporated this into her daily routine. She has also undertaken further training to support children's communication and language and has seen a positive impact on the children's development. The childminder values professional networks and engages positively with local childminding groups to share ideas and continually improve her practice.

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Leadership and governance Strong standard

She has established highly effective partnership working. Parents speak positively about the impact the childminder has had on their children's development. The childminder ensures that she regularly communicates with parents about their children's achievements and next steps in learning. The childminder works collaboratively with other settings that children attend, as well as other professionals to ensure continuity of care and learning.

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Achievement Expected standard

All children achieve well from their starting points and develop age-appropriate knowledge and skills across the areas of learning. They communicate confidently to other children and adults by sharing their thoughts and asking questions. Children demonstrate a growing mathematical understanding. For example, they enjoy counting objects and recognising quantities, such as the number of eyes on a face. Children develop their physical and self- care skills through a range of practical experiences. They are encouraged to change their shoes and clothes before going outdoors. Children show curiosity, enjoy learning and take pride in their achievements.

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Achievement Expected standard

Children show confidence and resilience as the childminder supports them to try again when things are difficult, such as using glue to stick buttons on carrots to make a superhero. Children who have experienced disadvantage make progress because barriers to learning are identified and addressed effectively.

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Achievement Expected standard

Children are generally well prepared for the next stage of learning. However, they do not always achieve their full potential to be completely ready for school, as some tasks, such as independently taking care of their environment, are not always practised or embedded.

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Behaviour, attitudes and establishing routines Expected standard

All children, including those facing challenges or special educational needs and/or disabilities, develop trusting relationships with the childminder and feel comfortable discussing their thoughts and feelings. The childminder prioritises their emotional wellbeing, and children are encouraged to recognise, understand and express their emotions. Children demonstrate this understanding when they talk about how characters in books may be feeling in different situations. The childminder promotes attendance effectively and works closely with all families to establish positive routines and habits.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour and relationships through consistent routines, clear expectations and positive interactions. Children are happy, settled and generally demonstrate positive attitudes towards their learning and others. They engage well in activities, persevere with challenges and respond positively to the childminder's encouragement. The childminder regularly praises children for their efforts and achievements, which helps to support their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder responds appropriately when disagreements arise and consistently reinforces expectations around kindness, sharing and respect. Children understand the routines and are developing an awareness of appropriate behaviour. However, the childminder does not yet ensure that all children consistently demonstrate highly positive attitudes towards one another, and, occasionally, they require additional adult support to resolve disagreements and maintain positive interactions.

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Curriculum and teaching Expected standard

The childminder has designed a broad curriculum that reflects children's interests, stages of development and individual next steps. She carefully plans activities to support communication and language, mathematics, physical development and emotional wellbeing. All children, including those facing challenges or special educational needs and/or disabilities, benefit from meaningful experiences that build on what they already know and can do.

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Curriculum and teaching Expected standard

The childminder's teaching is engaging and purposeful. She uses stories, role play, discussions and practical experiences to capture children's interest and reinforce learning. For example, she devises a range of activities linked to a book of the week, such as using hammers to rescue potatoes from a block of ice. Children practise using scissors to snip tape and save the carrots. The childminder introduces new vocabulary such as 'parsnip' and 'roots' successfully. She regularly revisits prior learning to help children remember and recall important knowledge and skills. The childminder is inclusive. She thoughtfully makes adaptations to her curriculum that support all children's development and wellbeing. For example, she provides activities designed to support oral health and toothbrushing when children find this challenging. Children enjoy learning that dinosaurs also have teeth and practise using a brush to remove

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Curriculum and teaching Expected standard

However, some aspects of the childminder's practice do not yet consistently reflect her generally high expectations. At times, children's opportunities to become more independent and take responsibility for their environment, such as helping to tidy away resources, are limited because the childminder often completes these tasks for them.

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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, settled in the childminder's warm, nurturing home. They arrive ready to join in and become absorbed in play and learning. Children move freely around the childminder's home, confidently choose resources and make decisions about their play. They are curious, and they enjoy finding things out. For example, children excitedly say, 'It's cracking' as they work together to discover what is hidden inside a block of ice. Children with special educational needs and/or disabilities, or other disadvantages, are welcomed and included. The childminder works closely with families to understand how best to support all children. This helps them feel valued and have a sense of belonging.

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

Children enjoy learning through practical, meaningful experiences. They share their ideas and recall what they have learned previously. For example, they look at photos of the sunflowers they grew with the childminder and compare which are the tallest. Children talk about needing to water the seeds when they planted them and using the water butt to fill up their watering cans. Children persevere when things are difficult, such as putting clothes on a baby doll, and take pride in their achievements.

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

Children feel safe and secure and have trusting relationships with the childminder. They seek her help and reassurance when needed and talk openly about their experiences and feelings. Children who find it difficult to settle when they first start make significant progress and become confident, socially engaged and fully involved in learning and play.

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

Children typically develop appropriate knowledge and skills for their next stage of learning. They benefit from unique experiences the childminder provides. Children enjoy regular opportunities to experience life in the wider community, including visits to local toddler groups, shops and care homes. They meet different people, explore different environments and develop their understanding of the wider world. Children enjoy forest school activities and learning about nature. All children make progress from their starting points.

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Next steps

The childminder should strengthen support for children to develop consistently positive attitudes and behaviour towards one another, so that they become increasingly able to manage their own interactions and resolve disagreements. The childminder should extend her high expectations across all daily routines, including mealtimes and tidying up, to further develop children's independence and readiness for their next stage of learning.

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About this inspection

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

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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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. 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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