Childminder

Childminder

Unique reference number (URN): 2797920 Registered with Ofsted: 15/07/2024 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 typically make positive progress across all areas of their learning. They show interest in activities and are keen to join in. Children excel in their understanding of the world. They point out features of living things and experience a wide range of social occasions. For example, older children share their knowledge about vegetables and how things grow. They recall prior activities and talk about their trip to the beach. Mathematics is woven into children's play and conversations. They begin to count the potatoes as they find them in the soil and use language to describe their size.

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Achievement Expected standard

Children are well prepared to start school. They have high levels of independence and take an active part in their own self-care from an early age. For example, young children know how to put on their own coats and shoes before they go outdoors. Older children are confident communicators and use extended vocabulary to express their ideas and thoughts. However, occasionally, in their enthusiasm, more-confident children speak and answer for younger children, and this prevents the younger children from swiftly developing their vocabulary.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is positive and they benefit form clear, consistent expectations communicated by the childminder. They develop an understanding of right and wrong and understand that their actions impact others. For instance, young children ask for toys politely and the childminder supports them to wait until their friends have finished. She gently explains how snatching can make others feel upset. Older children are very kind and helpful toward others. For instance, they often offer praise and support, which develops their relationships and self-esteem. However, the childminder does not always remind older children to allow younger children to talk and respond during group activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows the children's lead and is flexible with routines, such as when they go outdoors and when they play inside. She carefully considers children's individual needs and makes adaptations to the day. For example, she follows advice from other professionals who work with children with special educational needs and/or disabilities, to implement a more-structured group routine each day to develop social skills. Children show enjoyment as they sit in the circle and sing the 'hello song' to each other. The childminder supports families to build routines and attend regularly in preparation to start school. For instance, she works with her co-minder to provide flexible days and times for families, which mean they access their full funding entitlement.

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Children's welfare and wellbeing Expected standard

Children show they feel safe and secure with the childminder. They have positive relationships with her, and she promotes their emotional wellbeing. The childminder regularly shares information about children's care needs and routines with her co-minder to ensure continuity for children. She knows about their sleep preferences and adjusts the day to meet their needs. The childminder is aware of families' changing circumstances. For example, she knows when parents are away from home for extended lengths of time and monitors children closely to ensure she can support them if needed.

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Children's welfare and wellbeing Expected standard

Children show enjoyment when outdoors and spend plenty of time developing their physical skills in the fresh air. Children who prefer to learn outdoors benefit from being able to access the full curriculum here. They show enthusiasm as they dig for potatoes, carrots and other vegetables in the soil. The childminder teaches children about being healthy and hygienic. She encourages them to wash their own hands after using the toilet and provides a wide range of healthy and nutritious meals and snacks. Children learn about how to keep themselves safe and benefit from the childminder's gentle reminders. For example, young children are helped to sit on their chair safely. Older children use the stairs to access the toilet and know how to come down safely.

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Curriculum and teaching Expected standard

The childminder's curriculum is based around children's interests, next steps and the world around them. She provides children with a wide range of exciting experiences outside of the setting, and generally uses these opportunities to support their learning and development. For example, children go to the local library and café regularly. They develop mathematical skills as they learn about money, and are aware of the risks around them. The childminder finds out about children's existing knowledge before they start at the setting. She plans trips out to broaden their experiences. For instance, children enjoy a trip to the railway museum and the beach. They use the local public transport and learn about different ways to travel. Children excel in their understanding of the world and typically build skills for life from an early age.

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Curriculum and teaching Expected standard

Overall, the childminder focuses her teaching to support all children to make progress towards their individual goals. For example, she implements specific strategies for children with special educational needs and/or disabilities, such as visual timetables and timers. This helps them to participate in activities. However, the childminder does not precisely adapt all activities to ensure children are deeply engaged in their learning. For instance, some younger children explore resources quietly at the back of the group. Children develop a love of books from a young age. They use pegs to vote for the story of the day and listen with interest as the childminder reads.

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Inclusion Expected standard

The childminder ensures that all children have access to the curriculum and can participate fully. She gathers information about children's current stages of development from parents and other relevant professionals. She typically uses this to focus her teaching which helps to close gaps in learning. The childminder uses her observations and progress checks to swiftly identify any areas of potential delay or concern. Parents are particularly pleased with their experiences. They say the childminder is a constant source of support, understanding and reassurance. The childminder understands how to use extra funding to support children for whom it is intended.

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Inclusion Expected standard

The childminder understands the importance of providing children with experiences of different cultures and diversity. This helps to ensure that they can demonstrate broader knowledge in this area of their learning. Children learn about different festivals across the world. They benefit from the trips out into their own community to learn about their heritage. The childminder is committed to developing her skills to support children with inclusion needs. For instance, she has recently reflected on learning through work with specialist professionals, such as speech and language therapists. She generally implements strategies which enhance her teaching. This has a positive impact on all children's progress.

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Leadership and governance Expected standard

The childminder has established and maintained professional relationships with her co- minder, families and other professionals. This helps her to promote continuity of care and learning for children. For example, the childminder works alongside speech and language therapists and portage workers to create individual target plans for children's development. This effectively supports children with special educational needs and/or disabilities to make progress alongside their peers.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and the provision. For instance, she gathers feedback from families and children to ensure they are happy with their experiences. Feedback is very positive, and parents say they feel that, 'the setting is warm, nurturing and has plenty of exciting activities for children'. The childminder plans to access further training to refresh her knowledge and skills around working with babies, in preparation for new children starting. She intends to use this learning to enable her to meet their care needs and provide consistently high standards for all.

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Leadership and governance Expected standard

The childminder understands the local area and builds strong relationships in the community. She knows how to ensure children are not at a disadvantage before they start school. For instance, she plans an inclusive curriculum to broaden children's knowledge, skills and experiences. This helps all children to have the best start in their education. Children are kept safe in the childminder's care. She completes robust risk assessments for the trips and outings and teaches children how to use resources safely.

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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 show they feel safe and secure with the childminder. She works from her co- childminder's home, and children benefit from shared care arrangements. The childminder knows children very well. She gathers detailed information about their needs and circumstances before they start. This helps her to plan activities which interest children and helps them to settle in quickly, reducing any barriers to learning. In addition, the childminder prepares the environment to meet all children's care needs. She adjusts the environment according to their age and stage of development. For example, she carefully prepares sleeping arrangements in advance of new babies joining the setting. Ongoing information is shared between the childminder, co-minder and children's families. This helps to promote continuity and helps children and parents feel a sense of belonging in the group.

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

Children make positive progress and achieve well. They show enjoyment in activities and benefit from regular trips and outings with the childminder. This helps children to thrive. They develop social skills and build secure foundations for future learning. For instance, children show an awareness of road safety and know that they need money to buy things from the café. Passers-by comment on how positive children's behaviour is and how well-mannered they are. Children develop positive relationships with the childminder and each other. They respond well to the childminder's clear, consistent approach. Children are prepared for the next stages in their learning. For example, the childminder effectively supports children with special educational needs and/or disabilities to begin to join in with familiar routines, in preparation for starting school. Children benefit from a broad range of experiences and

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

enjoy a balanced curriculum. Older children have high levels of confidence and independence. They are emotionally well-prepared to start school and enthusiastically talk about their transition.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 08:00 - 13:00

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Next steps

The childminder should enhance her teaching to ensure she consistently provides high- quality interactions for the youngest children, to help them make the best possible progress. The childminder should implement ways to help younger children participate fully in group experiences, particularly when older children are present. The childminder should continue to access training and professional development to further develop her skills, to maintain the highest standards of learning consistently for all children.

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About this inspection

The inspector spoke with the childminder and children during the inspection. Written feedback was gathered from parents.

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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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