Childminder

Childminder

Unique reference number (URN): 2792036 Registered with Ofsted: 03/07/2024 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 typical progress from their individual starting points and develop knowledge and skills across the areas of learning. Babies become increasingly mobile and confident in exploring their environment. They pull themselves to standing and begin to cruise around furniture. Younger children develop their communication and begin to use sounds and early words to express themselves.

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Achievement Expected standard

Older children communicate their ideas and talk about their experiences. They recognise familiar colours, some numbers and develop early mathematical skills through counting during their play. Children enjoy books, songs and rhymes, which support their developing communication and early literacy skills.

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Achievement Expected standard

Children typically develop skills that prepare them for future learning. They make choices, follow familiar routines and become increasingly independent in managing their personal needs. The childminder regularly takes children to local playgroups, where they confidently join in with activities and play alongside other children. Children learn to share, take turns and become comfortable being part of a larger group. This helps them to develop the social skills and confidence they need for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically builds warm and caring relationships with children. She is calm and consistent in her approach and helps children to understand what is expected of them. The childminder provides children with simple explanations about why some behaviour may be unsafe. For example, she explains why they must not pull on equipment, rather than simply telling them to stop. Children generally respond positively to her guidance.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes familiar routines that help babies and young children know what happens throughout their day. She uses a familiar song to signal tidy-up time. Children recognise this and willingly help to put toys and books away. The childminder praises their efforts and encourages them to be helpful. She supports younger children to learn to wait, share and take turns. Children typically develop positive attitudes to their play and learning. They confidently choose resources, join in with activities and enjoy exploring and learning alongside the childminder. Children generally attend regularly, and the childminder understands the importance of following up when a child does not arrive as expected.

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Children's welfare and wellbeing Expected standard

The childminder understands babies' and young children's individual care needs. She works closely with parents to understand children's home routines and follows these wherever possible. The childminder swiftly recognises when children are tired, unsettled or need additional comfort and responds sensitively. This helps children feel safe and cared for.

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Children's welfare and wellbeing Expected standard

The childminder has a secure understanding of how to keep babies and young children safe while they sleep. She follows safer-sleeping guidance, regularly checks sleeping children and monitors the temperature of the room. The childminder removes children's outer clothing before they sleep to help prevent them from overheating. She makes sure that equipment used for sleeping is suitable and meets relevant safety standards.

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Children's welfare and wellbeing Expected standard

The childminder manages children's personal care sensitively and respectfully. She maintains children's privacy during nappy changes while continuing to supervise other children. The childminder follows appropriate hygiene procedures and encourages children to become increasingly independent. She understands how to reduce the risk of choking and prepares food appropriately for children's ages and stages. The childminder sits with children at the table throughout mealtimes to supervise them closely and provides help with feeding when needed. Children's individual care needs are generally met consistently and their welfare and wellbeing are well supported.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that builds on children's interests and stages of development. She knows what she wants children to learn and provides a range of experiences that support their communication and language, physical skills, personal, social and emotional development.

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Curriculum and teaching Expected standard

Children typically have plenty of opportunities to explore, make choices and learn through their play. The childminder interacts positively with children and uses everyday play to extend their learning. For example, she introduces new words, encourages children to make animal sounds and talks about colours and numbers. The childminder effectively uses songs and rhymes to develop children's listening and communication skills. However, the childminder does not always focus her teaching closely enough on what individual children need to learn next. Generally, children's next steps focus on what they are expected to achieve for their age, rather than what individual children need to learn next. In addition, older children do not consistently have enough opportunities to work things out for themselves. At times, they quickly say that they cannot complete a task and look to adults for help. As a result, they do not always develop the confidence, problem-solving skills and

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Curriculum and teaching Expected standard

perseverance they need to become more independent learners.

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Inclusion Expected standard

The childminder gets to know children and their families well. She finds out about children's routines, interests and individual needs when they first start. She regularly observes children to check that they are developing as expected. The childminder understands how to respond if she has concerns about a child's development. She discusses concerns with parents, puts support in place and checks that this is helping. The childminder knows when to seek advice or make referrals to other professionals. This helps children to receive the support they need at an early stage.

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Inclusion Expected standard

The childminder completes the progress check for children aged between 2- and 3-years- old. She shares this with parents so that they understand what their child is doing well and where they may need further help. This helps to identify any emerging concerns and supports children to make progress from their individual starting points.

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Leadership and governance Expected standard

The childminder is committed to providing positive experiences for children. She typically reflects on her practice and considers what is working well and what she could improve. The childminder reviews children's learning, activities and resources and makes changes if needed. She strives to provide the best possible care and learning for children.

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Leadership and governance Expected standard

The childminder keeps her knowledge of safeguarding and welfare up to date. She completes training in areas, such as safeguarding, first aid and safer sleeping and eating. However, her professional development has focused mainly on keeping children safe rather than increasing her knowledge of teaching and how young children learn. As a result, she has not focused as much on developing her teaching skills. The childminder recognises this and understands that broadening her professional development will help her to improve the learning experiences she provides.

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Leadership and governance Expected standard

The childminder develops positive relationships with parents. She communicates with them regularly through daily discussions and online learning records to share information about children's learning and development. Parents value her approachable and supportive manner and comment highly of the care their children receive.

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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

Babies and young children are happy, settled and secure in the childminder's care. They develop close and trusting relationships with her and sit on her lap for a cuddle. Babies who are new to the setting receive sensitive support to help them settle. When babies are tired, teething or need additional comfort, the childminder typically responds with cuddles and reassurance. This helps babies to feel safe and secure.

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

Children generally enjoy a welcoming and homely environment. They choose from toys and resources stored at their level. Babies are physically active. They pull themselves to standing, begin to cruise around furniture and explore interesting objects. Older children enjoy imaginative play. They dress dolls, wrap them in blankets, put them to sleep and take them for walks in pushchairs. Books are plentiful and easily accessible, which helps children to enjoy books from an early age. They independently choose books and enjoy sitting alongside the childminder to look at pictures and share stories. Children typically join in enthusiastically with familiar songs and rhymes. Babies sit comfortably on the childminder's lap while older children copy actions, hop like sleeping bunnies and join in with the words they know.

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

Children generally develop independence and healthy habits through everyday routines. At snack time, they enjoy fresh fruit and milk. They drink from open cups and are supported to pour their own drinks. Younger children are beginning to use the potty and older children manage their personal care with increasing independence. Children enjoy singing a handwashing song as they learn how to wash their hands thoroughly. They learn about looking after their teeth. They practise brushing model teeth and talk about experiences at home, such as brushing their own teeth in the morning and at night. Children typically learn to share, take turns and help with simple tasks. They respond positively to familiar routines,

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:00

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About this setting

Local authority: Dudley such as helping to put toys and books away when they hear the tidy-up song. Overall, children are happy and confident to explore, play and learn.

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Next steps

The childminder should identify more clearly what individual children need to learn next so that she builds on what they already know and can do. The childminder should give children more opportunities to problem solve and keep trying when things are difficult so that they develop confidence and a 'can-do' attitude to their learning. The childminder should broaden her professional development to further develop her understanding of how children learn and improve their learning and the quality of her teaching.

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About this inspection

The inspector spoke with the childminder 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.

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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. 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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