Childminder

Childminder

Unique reference number (URN): 2782925 Registered with Ofsted: 03/06/2024 Registers: EYR, CCR, VCR

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

Achievement Expected standard

The childminder's setting is inclusive, and all children generally make steady progress in their learning from their starting points. They learn to count and receive encouragement from the childminder to try again but more slowly when they initially count incorrectly. Children are keen and curious to get involved and try new things. They gather around the childminder with interest when she suggests she reads a book, and they share their ideas about the pictures and the story enthusiastically.

p.2

Achievement Expected standard

Children love to play outdoors. They benefit from fresh air and being physically active in the childminder's garden, contributing to their overall health. Children use their legs to propel ride-on toys, and they happily push their friends when they sit on ride-on toys, developing their strength, balance and coordination. Children learn to throw and catch soft balls during games with the childminder. They grin proudly when they catch the ball, and the childminder cheers excitedly for them.

p.2

Achievement Expected standard

Children take care of the dolls, such as pretending to be a doctor while they conduct tests on the poorly dolls and administer medicine to them. Children develop their empathy and make sense of the world around them through this imaginative game.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children benefit from the childminder's calm and kind nature and, overall, she gives them attention to support their individual learning needs. She understands how to settle children if they are upset or anxious when they arrive. For example, she reassures them, gives them cuddles and distracts them with toys and games she knows they like. Children are friendly and clearly feel comfortable with the childminder, such as inviting her to sit next to them at mealtimes. Children feel welcome, confident and a sense of belonging at the childminder's setting. They proudly and excitedly call out, 'I found it!' when they locate the missing pen lid they are searching for during tidy-up time.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the daily routine, and they listen to and follow the childminder's instructions. They play well alongside each other. The childminder offers appropriate support when the children struggle to share and take turns with the toys to help them learn to communicate their feelings.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance and keeps appropriate records to monitor any patterns in children's absences.

p.2

Children's welfare and wellbeing Expected standard

The childminder promotes children's safety and wellbeing effectively. Her care practices are tailored to meet the needs of all children, including those with special educational needs and/or disabilities and those who face barriers to their learning. The childminder forms a calm and nurturing relationship with children, which helps them to feel emotionally secure. Children enjoy attending and are happy in the childminder's care. At times, such as during mealtimes, the childminder does not encourage children who require more support with their language development to speak to help extend their social and communication skills.

p.2

Children's welfare and wellbeing Expected standard

The childminder supports children's health effectively. She role models handwashing alongside the children, provides healthy and balanced food and reminds children to stay hydrated throughout the day. The childminder understands the importance of following up- to-date guidance to keep children safe, such as checking regularly on sleeping children and supervising children at all times while they eat. Children learn about their bodies and to keep themselves safe, such as to either come down the stairs slowly on their bottoms, one step at a time, or hold the banister.

p.3

Curriculum and teaching Expected standard

The childminder observes children to track and monitor their progress and highlight any gaps in their development. She uses her knowledge of children's interests and their next steps in learning to plan experiences that generally support their progress. The childminder has developed a broad and well-sequenced curriculum, which focuses on the skills and knowledge she wants children to learn before they leave for school. The childminder is clear about what she wants children to learn from the activities and experiences she provides. She has appropriate expectations for children's learning and differentiates the support she provides. For example, she teaches older children to sort and match coloured pasta. Meanwhile, she helps the younger children develop their muscle strength and coordination as they scoop the pasta and fill containers. The childminder models and explains mathematical language through the daily routines and play, such as encouraging children to

p.3

Curriculum and teaching Expected standard

consider which person or item is the tallest or longest, and when counting objects.

p.3

Curriculum and teaching Expected standard

Overall, the childminder supports children's learning through their play, and she joins in with their games. For example, she models how to use the various play dough tools to make marks with and mould the dough to inspire the children to have a go too. The childminder reads children a range of stories with enthusiasm, and she listens when the children wish to discuss what is happening in the pictures. This supports children's understanding of the story and helps them to develop an early love of books.

p.3

Inclusion Expected standard

The childminder works with parents to find out about the children before they start. This helps her to settle children and tailor her practice based around their care needs. The childminder knows the children and their families well. She uses this knowledge to identify the children's needs, interests and any barriers to learning.

p.3

Inclusion Expected standard

The childminder identifies, assesses and monitors children's progress through regular observations to determine how she can meet their individual needs. Since the last inspection, she has shared information about the children with other professionals to seek their advice and implement consistent strategies. This supports the childminder to plan and make appropriate adaptations for children who require extra help. However, at times, such as during adult-led activities, the childminder does not interact with and give as much attention to children who require extra help with their speech. Consequently, these children receive less support and encouragement from the childminder to develop their language, although they play contentedly next to her. The childminder develops individual learning plans and shares these with parents. She reviews the plans regularly to monitor children's progress. During reviews, if children have

p.3

Inclusion Expected standard

not yet reached the target the childminder has planned for them, she reflects and makes adjustments to ensure that her practice is tailored to their individual needs.

p.4

Leadership and governance Expected standard

Since the previous inspection, the childminder has improved her knowledge of her responsibilities to ensure that assistants have the knowledge and skills needed to fulfil their role. She now has procedures in place to ensure that assistants receive the support, coaching and training necessary to safeguard children and meet their individual needs.

p.4

Leadership and governance Expected standard

The childminder has taken steps to work with other professionals to seek external support for children who might benefit from extra help. However, at times, she does not interact with the children who need more support with their speech as frequently as she does with the other children.

p.4

Leadership and governance Expected standard

The childminder is ambitious for children, including those with special educational needs and/or disabilities. She reflects accurately on the effectiveness of the curriculum planning and on her practice to consider the impact on children's progress.

p.4

Leadership and governance Expected standard

The childminder works closely with parents. Parents praise the childminder's warm relationships with children and the support she provides to the family as a whole, including to help provide advice and consistency during potty training.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are happy, safe and well cared for in this warm and nurturing setting. They form close attachments with the childminder that help them to feel safe and eager to learn. Children settle quickly and show a sense of belonging.

p.5

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

Children enjoy a curriculum that is designed to reflect their interests, learning needs and next steps. They are active and curious learners, who engage in a variety of meaningful experiences with enthusiasm. For example, children explore the marks they make using colouring pencils and with play dough using different tools. Children play imaginatively, such as making pretend meals with the role-play food and feeding and putting the dolls to sleep. They develop their coordination when navigating the garden safely on ride-on toys and by throwing and catching balls with the childminder. Children concentrate well when the childminder reads stories, and they show interest when pointing out things they see in the pictures. These opportunities help children to build their knowledge and skills over time. Children receive encouragement from the childminder to play with and alongside their friends, share ideas, make choices and have conversations.

p.5

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

Children benefit from the childminder identifying their individual developmental needs and any barriers to learning. They behave well and show positive attitudes to their learning. They understand routines and expectations and follow the childminder's gentle reminders of the rules. For example, they help the childminder to tidy up the toys when she reminds them to do so before they get another toy out.

p.5

About this setting

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

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should develop the support for children who require extra help with their speech to provide more opportunities and encouragement for them to practise using language.

p.6

About this inspection

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

p.6

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.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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 .

p.7

Urgent improvement

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.8