Childminder

Childminder

Unique reference number (URN): 2807138 Registered with Ofsted: 16/12/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder is an extremely positive role model, and this supports children to behave impeccably well with high levels of maturity. All children fully understand and independently follow the rules and the childminder's instruction. For example, even the youngest children follow the routine very well and know when it is time to wash their hands for snack. Children play harmoniously together and enjoy each other's company. There is a highly positive relationship between children and the childminder. For example, children seek her out for conversations and interactions. Children are reassured and praised and have their feelings validated. In turn, they validate the feelings of their friends, kindly telling them, 'Well done, I know it is difficult to be patient sometimes.' The childminder's highly skilful teaching of routines and expectations for behaviour helps children have a positive attitude towards their

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Behaviour, attitudes and establishing routines Strong standard

learning. For example, they are resilient and persist with activities for long periods of time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors children's attendance and follows up any unexplained or unexpected absences. This enables her to be able to quickly identify any potential concerns that may need addressing. The childminder shares the importance of regular attendance and punctuality with children and parents to help prepare them for the expectations of school.

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Achievement Expected standard

All children make progress and have a wide range of learning opportunities in all areas of the curriculum. Children make progress in relation to their starting points. They are confident to express their ideas, and their communication skills are developing well. They are supported in a variety of ways, such as through the use of sign language and thought- provoking questions, which they are provided with enough time to think and then respond to. The childminder is dedicated to supporting children and building on her own knowledge and skills. This includes completing specific and beneficial training to support practice and children's development, such as learning how to adapt activities to meet the needs of individual children.

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Achievement Expected standard

Children have a wide range of opportunities to develop skills to support their future learning and help prepare them for their eventual move to school. This includes completing tasks with independence and developing social skills such as patience and resilience.

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Children's welfare and wellbeing Expected standard

The childminder has successfully created a safe and welcoming environment where children appear to feel comfortable and safe. Children remain engaged in well-planned activities and enjoy their individualised learning experiences. The childminder builds on children's interests and ideas, which helps them remain engaged in their learning. After visiting an aquarium, children are keen to explore the ocean, and go on to learn about pollution and the importance of recycling regarding saving living things in the ocean.

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Children's welfare and wellbeing Expected standard

The childminder has established positive relationships with children, and this helps them to feel safe and secure in the homely environment. The childminder plans and provides learning experiences that she knows children will enjoy, such as exploring the world around them. This includes visiting parks and places of interest. All children fully understand and know the routines and are independent in managing their own needs. This includes children talking about the importance of washing away germs before snack. The childminder teaches children about the impact of screen time and the importance of good oral health practices. She teaches children about developing their own physical wellbeing and health. This includes giving them daily opportunities to develop their physical skills, climb, balance and dance, as well as opportunities to rest and enjoy calmer activities.

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Curriculum and teaching Expected standard

The childminder implements an effective curriculum that covers all areas of learning successfully. This includes providing children with opportunities to develop skills for their future learning, such as being independent. For example, children choose their own play and complete their own tasks, such as peeling their own fruit for snack. However, at times, the childminder is too quick to step in and provide a solution to the children when they play, such as by telling them how to stop a tower falling as they stack blocks. Therefore, children do not have consistent opportunities to try out their own ideas and problem-solve in order to strengthen their skills to support their future learning even further.

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Curriculum and teaching Expected standard

The childminder implements concise plans to identify children's next steps for their learning. Her plans are meaningful, and she fully understands their intent and purpose as she knows the individual children well. All children enjoy their learning experiences and are happy, settled and confident as they play. The childminder supports all children to develop their communication skills well. For example, they consistently have high-quality interactions and the childminder widens their language as they play and read books. Children enjoy a wide range of stories and singing opportunities and are confident to share their thoughts and ideas.

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Inclusion Expected standard

The childminder knows children and their abilities well. She observes and tracks children's progress routinely and is able to quickly identify the needs of all individual children. The childminder is knowledgeable about who she would seek advice from and how she would support children who may require additional support. The childminder assesses and monitors children's progress to ensure that she meets their individual needs. The childminder skilfully adapts activities to ensure all children get the most out of their learning opportunities. This includes using children's favourite resources to develop skills in other areas of their learning, such as using cars to count and discuss size and colour.

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Inclusion Expected standard

The childminder attends regular training that she feels is beneficial to her practice and the children who attend. For instance, she has developed her knowledge on inclusion and how to scaffold children's learning. The childminder establishes positive partnerships with parents and families to help share children's learning between home and the setting. This helps provide a positive and consistent approach to their shared care and learning opportunities.

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Leadership and governance Expected standard

The childminder is reflective and evaluative. She identifies areas she wishes to develop and celebrates the changes she has made. For example, she wishes to complete more training on specific topics, such as on how to support children with special educational needs and/or disabilities. The childminder is proud of the positive relationships she has established with children, and this is evidently a strength. The childminder communicates with parents well and regularly shares activity ideas and children's next steps and achievements. She establishes a positive link between home and the setting. Although the childminder knows the other settings that children attend and makes initial contact with them, she has not yet strengthened the partnership and communication with staff there. Therefore, the childminder can further strengthen the level of consistency in children's shared care and learning experiences even further.

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Leadership and governance Expected standard

The childminder closely monitors any health and safety related documents, such as attendance records, and she has thorough risk assessments in place. Children learn how to keep themselves and others safe. For example, children learn about the rules of how to use public transport on their regular trips. This includes learning about staying behind the yellow line on the platform when waiting for the train.

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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 safe and welcoming home. Children of all ages and abilities respond positively to the childminder, and they follow instructions with high levels of maturity. Children learn effective ways to manage their emotions and feelings. This includes making different faces in play dough and mimicking the faces, such as being happy and sad, and learning about what makes them feel these ways. Children receive support from the childminder to make progress in their learning and development as she skilfully implements her chosen curriculum successfully.

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

The childminder celebrates all children's individual personalities and what makes them unique. This helps her plan activities and experiences that she knows will engage children and motivate them to learn. For instance, when she knows children enjoy playing with vehicles, she uses vehicles to build on other areas of learning. This includes developing children's physical skills by building large garages and ramps and including mathematical language as they discuss gradients and speed.

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

Children of all ages and abilities make progress in relation to their starting points and develop new skills to support their future learning. This includes communicating with confidence. This is demonstrated when children use their imagination as they tell their own stories and when they enjoy a vast range of singing activities. Children are highly mindful of each other's feelings, and respect each other's ideas and occasional need for their own space. For example, children politely and maturely ask their friends to wait before hugging them as they need some space. This is fully listened to and respected by the children.

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

All children have a positive attitude towards their learning as the childminder has high expectations for them and their behaviour. As a result, all children behave incredibly well

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About this setting

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

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About this setting

Local authority: Kent and play harmoniously together. Children help each other to reach objects and they are excited to read each other their favourite books.

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Next steps

The childminder should allow more time for children to try out their own ideas and problem-solve with more independence. The childminder should strengthen communication and further build relationships with staff at other settings that the children also attend, to provide the highest consistency to children's shared care and learning experiences.

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About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed written feedback 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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