Childminder

Childminder

Unique reference number (URN): 2805878 Registered with Ofsted: 14/10/2024 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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Achievement Expected standard

Children make progress from their individual starting points and develop knowledge and skills across the curriculum. Their communication and language develop through frequent conversations, stories and singing. Children increasingly use language to express their ideas and confidently join in with familiar songs, stories and discussions. Parents recognise the progress children make, including how experiences at the setting support children to develop their storytelling skills at home.

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Achievement Expected standard

Children develop their physical skills, independence and confidence. They increasingly manage everyday tasks, such as putting on their own shoes and coats, and persevere when they find something challenging. Children develop early mathematical knowledge as they count and explore during their play.

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Achievement Expected standard

Children with special educational needs and/or disabilities make progress from their individual starting points. Appropriate support and adaptations help them participate alongside their peers and access the curriculum. Children develop the confidence, independence and skills they need for their next stage of learning and development. As interactions become more consistently focused on extending learning, children will have further opportunities to deepen their knowledge and understanding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines and expectations that help children understand what is expected of them. Children are familiar with the routines of the setting and confidently help to tidy resources away. The environment is organised so that children can see where resources belong, supporting them to take responsibility and develop independence.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with adults and their peers. The childminder models manners and supports children to share, take turns and show kindness towards others. She uses everyday situations to help children consider the feelings of others and develop their ability to recognise and manage their own emotions.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards learning. They engage with activities, contribute their ideas and enthusiastically participate in group experiences, such as singing and dancing. The childminder considers children's ages, stages of development and individual circumstances when supporting their behaviour and adapts her approach accordingly. She works with parents to establish consistent approaches between home and the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance and punctuality and promotes this with families. This supports continuity in children's care, relationships and learning.

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Children's welfare and wellbeing Expected standard

Children's individual care needs are understood and responded to sensitively. The childminder works closely with parents to understand children's routines and provides care that reflects their individual needs. Children form warm, trusting relationships with adults and confidently seek them out for comfort and reassurance. Care routines are carried out respectfully, with children's privacy maintained.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy habits and an understanding of their physical wellbeing. Children are encouraged to make healthy choices and benefit from regular opportunities for physical activity, including outdoor play, climbing and balancing. The childminder encourages children to become increasingly independent in managing their personal care and hygiene.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise and express their emotions. The childminder uses everyday play to encourage conversations about feelings, such as asking children to consider why a character might be angry. She helps children think about the feelings of others and supports them to develop strategies to manage their own emotions.

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Children's welfare and wellbeing Expected standard

Children's care routines support their wellbeing. Sleeping arrangements reflect children's individual needs, and the childminder has undertaken safer-sleeping training to support her knowledge and practice. She works closely with families around children's care routines, including sleep, to provide consistency between home and the setting.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn and provides a play-based curriculum that reflects their ages, interests and stages of development. She places particular emphasis on developing children's communication and language, independence and confidence. Stories, singing and conversations are woven throughout children's experiences to build their vocabulary and encourage them to express their ideas.

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Curriculum and teaching Expected standard

The childminder uses everyday interactions purposefully to build on children's knowledge. For example, she introduces mathematical language as children count objects during play and encourages them to think and investigate by asking questions about what they can hear and smell. She helps children make connections with previous learning, such as recalling what they know about butterflies when they discover a caterpillar.

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Curriculum and teaching Expected standard

Children's physical, personal, social and emotional development is prioritised. They develop their physical skills through climbing, balancing, mark-making and manipulating play dough and loose parts. The childminder encourages children to become independent and persevere with tasks, such as putting on their own shoes and coats.

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Curriculum and teaching Expected standard

The childminder considers what children already know and can do and adapts experiences around their individual interests, abilities and next steps. She reflects on what has worked and considers how experiences can be developed further. High-quality interactions are not yet consistently embedded. At times, opportunities to extend children's thinking and build more deeply on what they already know and can do are not fully realised, which limits how far some learning experiences are extended.

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Inclusion Expected standard

The childminder creates an inclusive environment where children's individual needs are identified and supported. She knows children and their families well and uses observations, developmental reviews and information from parents to identify where children may need additional help. She monitors children's development and responds when progress is not as anticipated, seeking appropriate support from other professionals.

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Inclusion Expected standard

The childminder works closely with families and professionals, including health visitors, home visitors and speech and language services to reduce barriers to children's learning and wellbeing. She uses advice from professionals to inform her practice and plans experiences around children's interests and abilities. Further support is reviewed and developed with professionals as children's needs change.

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Inclusion Expected standard

The childminder adapts her provision so that all children can participate. Resources are accessible and routines remain flexible, allowing her to respond to children who may need additional time, reassurance or a quieter approach. She also recognises when circumstances outside the setting may affect children's wellbeing and works with families and relevant services to provide appropriate support.

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Inclusion Expected standard

The childminder recognises that developing her knowledge of special educational needs further would support the continued development of her inclusive practice. She has identified additional training in this area as a priority for her professional development.

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Leadership and governance Expected standard

The childminder has a clear vision for the provision and understands what she wants children to gain from their experiences. She recognises the importance of children feeling safe, secure and valued and provides opportunities for them to develop confidence, independence and skills for their next stage of learning. She reviews her practice and considers what has worked well and what could be developed further.

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Leadership and governance Expected standard

The childminder is committed to developing her professional knowledge. She undertakes regular training and has identified developing her knowledge of special educational needs as a priority. She works with other professionals and uses their expertise to inform decisions about the support children receive. Those working at the setting support one another and share responsibilities, helping them to manage their workload and wellbeing. The childminder regularly reviews policies and procedures and updates these as required.

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Leadership and governance Expected standard

The childminder develops positive partnerships with parents and other professionals to support children's care and learning. Parents value the regular updates and termly reports they receive and the support provided around their children's care. The childminder has established links with other early years settings. Children approaching school age are supported to develop the skills and confidence they need for their next stage. However, information about their learning and individual needs is not routinely shared with schools as part of the transition process. As a result, continuity in children's learning and individual support is not fully established as they move into Reception Year.

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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 feel safe, secure and valued in this homely setting. They form warm, trusting relationships with those who care for them and confidently explore their surroundings. Children are familiar with the routines of the day and develop a sense of belonging. Their

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Inspector:

artwork and creations are displayed, helping them recognise that their efforts and achievements are valued.

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Inspector:

Children are curious and enthusiastic learners. They build train tracks, explore role play and investigate a wide range of resources. Adults encourage children to think and make connections in their learning. For example, when children discover a toy caterpillar, they are encouraged to remember what they previously learned about butterflies. Mathematical language is introduced naturally as children play, count and explore.

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Inspector:

Children enjoy opportunities to develop their physical skills. They climb, balance, make marks and manipulate play dough and loose parts, helping them develop both large and small movements. Children develop confidence and independence as they put on their own shoes and coats and are encouraged to persevere when tasks are challenging. They learn to share, take turns, use manners and consider how other people may feel.

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Inspector:

Children enjoy music, stories and singing and enthusiastically join in with familiar songs and actions. They learn about themselves and others as they talk about their families and explore similarities and differences. Children with special educational needs and/or disabilities participate alongside their peers and make progress from their individual starting points.

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Inspector:

Children's learning extends beyond the setting. Visits to places such as the train station and local green spaces provide first-hand experiences of their community and help children develop their understanding of the world around them.

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Next steps

The childminder should further develop partnerships with other professionals to support children in their transition to school. The childminder should continue to develop practice to embed high-quality interactions that extend children's 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 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. Briani Morris

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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About this setting

Local authority: East Riding of Yorkshire

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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

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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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