Childminder

Childminder

Unique reference number (URN): 2807110 Registered with Ofsted: 22/10/2024 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. Communication and language develop as children listen to stories, sing songs and interact with adults and their peers. Younger children develop early communication through sounds and simple words, while older children increasingly express their ideas and confidently take part in conversations and group activities.

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Achievement Expected standard

Children develop their physical skills through active play and strengthen their fine-motor skills as they manipulate play dough and use different tools. They develop early mathematical knowledge as they count during play and explore colours, shapes and quantities. Children also become increasingly independent, making good attempts to put on their own shoes and coats and taking responsibility for familiar routines.

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Achievement Expected standard

Children with special educational needs and/or disabilities make progress from their individual starting points. Adaptations and support help them to participate in the curriculum and become increasingly settled and confident.

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Achievement Expected standard

Children develop the knowledge, skills and confidence they need for their next stage of learning. As the quality of interactions becomes more consistently focused on extending children's learning, children will have further opportunities to deepen their knowledge and skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear expectations and familiar routines that help children understand what is expected of them. Children settle quickly and confidently follow the routines of the setting. They help to tidy away resources and independently gather together when it is time for group activities.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with adults and their peers. The childminder promotes kindness and respect and helps children to understand how their actions affect others. She uses clear explanations and reminders to reinforce expectations. Children are supported to share, take turns and increasingly manage their emotions and behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They enthusiastically join in with group singing, take turns to select props and sustain their interest as they explore activities, such as dough and train tracks. They proudly share their creations with adults.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's individual circumstances when supporting their behaviour. She works closely with parents to establish consistent approaches between home and the setting and seeks support from other professionals where appropriate. This helps children receive consistent support as they develop their social and emotional skills and learn to manage their behaviour. The childminder understands the importance of regular attendance and manages this effectively, helping children benefit from continuity in their care and learning.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the heart of her practice. She knows children's individual care needs well and works closely with parents to ensure that routines reflect their needs and family preferences. Settling-in arrangements are tailored to individual children and families. Children develop warm, trusting relationships with the childminder and confidently seek comfort and reassurance when they need it.

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Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles and increasing independence. They make confident attempts to put on their own shoes and coats and are encouraged to manage everyday tasks for themselves. Children have regular opportunities to be physically active and spend time outdoors. The childminder helps children understand how to keep themselves safe, explaining the risks they encounter during everyday play, such as wet surfaces becoming slippery.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise and manage their emotions. The childminder provides reassurance when children are unsettled and helps them to develop ways to regulate their feelings with increasing independence. Care routines are sensitive and respectful. Children who sleep use individual sleep mats and are monitored appropriately. The childminder works with parents and other professionals when additional support is needed, helping to provide consistency for children's care and emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn and adapts the curriculum to reflect their ages, stages of development and individual needs. Communication and language are prioritised throughout the day. The childminder repeats simple words and phrases, sings frequently and uses books and props to encourage children to listen, join in and communicate. During group time, children enthusiastically choose props, sing familiar songs and join in with actions.

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Curriculum and teaching Expected standard

Children develop knowledge across the areas of learning through purposeful play and everyday experiences. The childminder introduces mathematical concepts through counting blocks and singing time. She uses dough and other resources to develop children's fine- motor skills. Children's physical, personal, social and emotional development is prioritised, including supporting babies to develop early movement and communication skills and helping older children to become increasingly independent.

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Curriculum and teaching Expected standard

The childminder uses information from parents, observations and assessments to identify what children know and can do and any gaps in their learning. She adapts experiences so that children at different developmental stages can participate and progress. The childminder builds positive relationships with children and engages them well in their learning. High-quality interactions are not yet consistent. At times, opportunities to extend children's thinking and build more deeply on what they already know and can do, are not fully realised. This means that children do not always gain the maximum benefit from their learning experiences.

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Inclusion Expected standard

The childminder creates an inclusive environment where children's individual needs are recognised and supported. She knows children and families well and uses information from parents, observations and assessments to identify children's differing needs and stages of development. She adapts activities and the environment so that children can participate successfully. For example, she provides different ways for younger and older children to explore similar experiences so that they can learn at an appropriate level.

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Inclusion Expected standard

Children with special educational needs and/or disabilities receive additional support that reflects their individual needs. The childminder works closely with families and other professionals, health visitors and speech and language services, to agree approaches and review children's progress. She adapts her care sensitively, including helping children to develop strategies to manage their emotions and become increasingly secure and settled.

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Inclusion Expected standard

The childminder understands the importance of identifying emerging needs promptly and seeking additional support where required. She has undertaken relevant professional development, including special educational needs and communication training, which supports her understanding of children's differing needs. This helps her to make appropriate adaptations so that children can participate alongside their peers and continue to make progress from their individual starting points.

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Leadership and governance Expected standard

The childminder has a clear understanding of what she wants children to gain from their time at the setting. She places children and families at the centre of her decisions and adapts the provision to reflect children's individual needs and stages of development. She reflects on the quality of her provision and recognises opportunities to continue developing her practice, including extending her professional knowledge through further training.

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Leadership and governance Expected standard

The childminder is committed to developing her professional knowledge and undertakes regular training. She uses what she learns to inform her practice and adapt experiences to meet children's needs. She works with other professionals when children need additional support and uses their advice to inform the support that children receive. Those working at the setting share responsibilities and work together to manage their workload and support each other's wellbeing.

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Leadership and governance Expected standard

Partnerships with parents are a positive feature of the setting. Parents say that they are kept well informed about their children's care, including meals and sleep, and receive regular photographs and updates. They recognise the progress their children make and value the range of experiences provided. The childminder works collaboratively with families, including agreeing consistent approaches to children's behaviour and emotional development. This helps to provide continuity between home and the setting. Professional partnerships with schools do not currently focus on supporting children's transitions into Reception. Consequently, opportunities to share information and provide continuity as children move on to school are limited.

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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 and settled in this welcoming, homely setting. They feel safe, secure and valued and develop warm, trusting relationships with those who care for them. Children confidently seek support and reassurance when they need it. They know the routines of the setting well, help to tidy away resources and independently gather together for group activities.

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

Children enjoy exploring the inviting play spaces and choosing what they would like to do. They enthusiastically manipulate play dough using different tools and proudly show adults

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About this setting

Type: Childminder the 'monsters' and birthday cakes they create. Children enjoy books, stories and songs. During group time, they eagerly choose props from a bag, sing familiar songs and join in with the actions.

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About this setting

Children develop useful skills for their future learning. They make good attempts to put on their own shoes and coats and are encouraged to do things for themselves. Adults promote children's communication and language throughout the day, repeating words and phrases and encouraging children to talk about their play. Children develop their understanding of numbers, colours and the world around them through everyday experiences.

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About this setting

Children learn to make safe choices and consider others as they play. Adults help them to understand simple risks, such as why wet surfaces can become slippery. Children's individual needs and stages of development are considered so that they can participate in experiences and make progress. Their achievements are recognised and celebrated with their families.

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Next steps

The childminder should work in partnership with other professionals to further support children in their transition to school. The childminder should develop practice to provide consistently high-quality interactions that extend children's learning.

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About this inspection

The inspector spoke with the childminder, co-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. Registration date: 22/10/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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About this inspection

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

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 .

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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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