Childminder

Childminder

Unique reference number (URN): 2794818 Registered with Ofsted: 28/06/2024 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 generally make progress across the areas of learning and development. They increasingly use words and short sentences to communicate their needs, ideas and experiences. Children make links between their play and what they know from their own lives, using their developing communication and imagination to extend their ideas.

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Achievement Expected standard

Children develop confidence and perseverance. Younger children work out how to negotiate physical challenges, such as manoeuvring themselves safely over the top of the slide. They show a willingness to have a go and increasingly manage tasks for themselves.

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Achievement Expected standard

Children develop a growing sense of responsibility. They are keen to contribute to everyday routines, including tidying resources, helping to clear debris from the floor and drying outdoor equipment before using it. Children with special educational needs and/or disabilities make progress from their individual starting points. Overall, children develop the age- and stage-appropriate knowledge and skills they need to progress to the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally establishes clear and familiar routines that help children understand what is expected of them. She builds warm, positive relationships with children and models respectful behaviour. She provides opportunities for children to practise important social skills, including turn-taking activities where children wait for their turn to choose a song for the group to sing. Children learn to listen to others and participate positively alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children's interests and uses these to organise experiences that she knows they will enjoy and can connect with. She encourages children to problem-solve and gives them time to work things out for themselves. This supports their thinking skills. The childminder helps children to take increasing responsibility within established daily routines and involves them in tidying resources. Children become increasingly confident in knowing what happens next and contributing to everyday tasks. The childminder ensures that children with special educational needs and/or disabilities are supported to participate in routines and activities alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and promptly follows up unexpected absences with parents to establish the reason for these. The childminder considers children's different patterns of attendance when providing experiences. For example, when some children cannot attend the weekly library rhyme session, she brings books back from the library so that they can also benefit from these experiences.

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Children's welfare and wellbeing Expected standard

The childminder generally provides warm and nurturing care that supports children's wellbeing. She establishes close relationships with children, which helps them to feel secure and comfortable in her care. She works closely with parents and carers from the outset to understand children's starting points, individual care needs and home routines. This helps her to provide continuity in children's care as they settle and develop, including for children who face barriers to their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy habits and increasing independence. She reinforces appropriate hygiene routines and helps children learn to manage their personal care. She has adapted the environment to support children who are learning to use the toilet, providing child-sized facilities and using books to help children develop their understanding of toileting routines. The childminder encourages children to recognise and respond to their own needs, such as accessing and pouring their own drinks. The childminder uses positive reinforcement to recognise children's efforts and achievements, helping them to develop confidence and a sense of achievement. Children are proud of the stickers they receive.

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Children's welfare and wellbeing Expected standard

The childminder generally considers children's individual welfare needs. She provides appropriate arrangements for children to rest and sleep and monitors sleeping children regularly. She promotes healthy eating and understands how to prepare food safely for young children.

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Curriculum and teaching Expected standard

The childminder generally knows what she wants children to learn and typically considers their different stages of development when planning experiences. She uses children's interests as a way into their play and learning, which helps to motivate them and sustain their involvement.

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Curriculum and teaching Expected standard

The childminder models language according to children's different stages of development, emphasises key words and introduces new vocabulary as children play. She adapts her teaching and resources for children with special educational needs and/or disabilities, including using strategies to help them communicate, listen and participate in learning alongside their peers. The childminder provides opportunities for children to develop their physical skills outdoors, including climbing, rocking and using ride-on toys. Children also practise smaller movements as they scoop, pour, fill and use different tools. The childminder generally uses everyday routines and spontaneous opportunities to reinforce learning. She plans adult-led opportunities that she knows children will enjoy and engage with, such as exploring sensory resources.

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Curriculum and teaching Expected standard

The childminder identifies next steps for children's learning. However, her planning for these is sometimes generic rather than being specifically focused on what individual children need to learn next. While she provides experiences that develop children's early mathematical understanding, these do not always precisely target the mathematical knowledge she has identified that children need to learn next. Consequently, opportunities to build systematically on children's existing knowledge are not fully maximised.

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Inclusion Expected standard

The childminder typically provides inclusive practices that help children who face barriers to their learning and/or wellbeing to participate in the provision. She identifies children's individual needs and generally works closely with parents, other settings that children attend and external professionals. When children also attend other settings, she exchanges relevant information, including assessment information, to provide continuity in children's care and learning and to support a consistent approach to meeting their needs.

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Inclusion Expected standard

The childminder implements targeted strategies recommended by specialist professionals to support children with special educational needs and/or disabilities (SEND). This includes listening and sound activities to support children's listening, communication and language development. She also adapts resources and experiences to help children understand their individual needs and participate confidently alongside their peers.

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Inclusion Expected standard

The childminder uses additional funding purposefully to help reduce barriers to children's learning. For example, she has invested in sound-producing and interactive resources, alongside nursery-rhyme resources and audiobooks, to support children's language development. The childminder considers specialist advice when deciding how funding can be used to meet children's individual needs and support their progress.

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Inclusion Expected standard

The childminder is committed to developing her knowledge of SEND. She undertakes relevant professional development and is working towards further SEND training.

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Leadership and governance Expected standard

The childminder generally demonstrates a clear commitment to developing her provision. She reflects on her practice and identifies areas where she wants to develop her knowledge further. She undertakes regular professional development, including training in child development, early language and special educational needs and/or disabilities (SEND). This has helped her to adapt her environment, resources and approaches to better meet children's individual needs. She is keen to develop her expertise further, including completing additional SEND training.

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Leadership and governance Expected standard

The childminder manages her workload effectively. She has established ways of working that help her to keep required documentation manageable while maintaining appropriate records. She draws on professional networks and links with other childminders for support.

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Leadership and governance Expected standard

The childminder establishes effective partnerships with parents and carers from the outset. She gathers and exchanges information about children's care, development and starting points. Parents receive regular updates about their children. The childminder shares relevant policies and helps parents understand changes to requirements and guidance. This includes legislation relating to safe sleep, safer eating and online safety. This helps parents understand the approaches she follows to promote children's welfare.

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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 and secure in the childminder's care. They benefit from warm relationships, familiar routines and positive encouragement. Children form close bonds with the childminder and confidently seek her support when they need it. Children play happily alongside each other and are learning important social skills, such as sharing, taking turns and using 'kind hands'.

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

Children enjoy learning through play. Their particular interest in babies and role play is reflected in the resources available to them. They become absorbed in caring for dolls,

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Inspector:

putting them to sleep and pretending to talk to family members on the telephone. They respond well to the childminder's sensitive interactions as she joins their play, introduces language and adds ideas that help them develop their play further. Children extend this imaginative play as they become doctors and patients, checking each other's temperatures.

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Inspector:

Children develop a love of books, songs and rhymes. They eagerly join in with familiar songs and anticipate the actions that come next. Their experiences extend beyond the childminder's home. Children enjoy regular visits to the library, parks, toddler groups and local landmarks. They benefit from opportunities to learn about their community and the wider world.

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Inspector:

Children's individual differences are valued and celebrated by the childminder. They learn that people have different needs and experiences. Children see diversity positively reflected in the resources they use and are supported to develop an understanding of the similarities and differences between themselves and others. Children who face barriers to their learning and/or wellbeing are included in everyday experiences. They benefit from specific resources and strategies that help them participate and make progress alongside their peers. All children are well prepared for the next stage of their learning.

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Inspector:

Children benefit from the close partnership between the childminder and their families. The regular exchange of information helps to provide continuity in children's care and learning and promote regular attendance.

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Next steps

The childminder should enhance planning for children's learning so that it is more precisely focused on what individual children need to learn next and builds systematically on what they already know and can do. The childminder should plan mathematical experiences that precisely reflect what she identifies children need to learn next.

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About this inspection

The inspector spoke with the childminder, children and considered the views of parents 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. Anne Dyoss

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About this setting

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

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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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