Aifuwa, Vivian

Childminder

Unique reference number (URN): 2803812 Registered with Ofsted: 04/11/2024 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 achieve well as they receive age-appropriate learning opportunities. Children develop a sense of belonging and benefit from their interests being carefully considered throughout the provision. As a result of feeling secure, children are suitably prepared for periods of transition as they develop trusting relationships. Children are happy and demonstrate a willingness to learn as they develop a sense of curiosity to explore further. Children who face barriers to their learning generally achieve well as they receive support to develop their language. As a result, children are typically able to communicate their needs effectively.

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Achievement Expected standard

Children enjoy developing their gross motor skills as they kick balls across the provision, practising their balance. Children feel a sense of pride as they receive praise for their efforts, encouraging them to keep trying. As they listen to familiar songs, children happily laugh and clap along, babbling single words. Children receive support to make healthy choices as they seek comfort for a rest and a cuddle with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and settled within the provision as they develop positive relationships with the childminder. They develop a sense of belonging as they feel secure. Children benefit from the nurturing environment. However, the lack of consistent routines sometimes impacts children's ability to transition smoothly. For example, children are not able to recognise cues, such as tidying up to represent the end of play and the start of something new. As a result, children can become unsettled at the change of play or focus as they move to story time or snack time.

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Behaviour, attitudes and establishing routines Expected standard

Children are excited to experience new opportunities as they demonstrate a willingness to learn, maintaining focus and engagement. Children's behaviour is positive as they take turns and share effectively. The childminder sets high expectations for children's behaviour. She teaches children the importance of respect and care as she models this positive behaviour. Children receive praise as they demonstrate empathy and care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for all children's behaviour and attitudes towards learning. Children who may face barriers to their learning are supported through the childminder's inclusive approach to fully understand their needs. The childminder is able to do this well as she forms close bonds with parents and carers in order to promote the importance of attendance. Parents understand their children require consistency in their learning to make progress within their development.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing, including those who may face barriers to their learning, through her knowledge and well-established policies and procedures. She implements these effectively and shares information with parents and carers to highlight the importance. The childminder prioritises children feeling welcomed and safe as she ensures children follow a clear settling-in process as they develop their relationship. She provides a warm and home-from-home environment with comfy spaces to relax with a story or comfort when needed. The childminder promotes outdoor learning as children enjoy playing in the garden and visiting local parks. As routines are not generally embedded throughout practice, children are not consistently motivated to make long-lasting healthy choices. However, children do experience general discussions about eating healthy foods that help them to grow as the childminder promotes healthy eating.

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Children's welfare and wellbeing Expected standard

Children experience warm and nurturing interactions with the childminder as they receive comfort with confidence when needed. The childminder uses her knowledge of individual children to meet their needs well. The childminder identifies the needs of children with special educational needs and/or disabilities, as she adapts the provision to meet their needs further. She promotes children's independence to become increasingly independent in hygiene practices. The childminder uses opportunities to promote children's independence through introducing handwashing practice.

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Curriculum and teaching Expected standard

The childminder creates a curriculum focused on children's interests and stages of development. The childminder typically adapts in the moment to meet children's needs to keep them engaged and focused. The childminder teaches children different colours as she selects cars, identifying the colour using age-appropriate single words. Children listen and repeat as they babble along. The childminder uses language as a main tool for teaching. However, she does not use every interaction consistently as an opportunity to teach or further enhance opportunities to enhance children's learning. For example, the childminder uses the television to show nursery rhymes, which limits the quality of her interactions with children. The childminder sings familiar nursery rhymes, introducing actions alongside. Children laugh as they copy the actions, enjoying the experience of listening to the song.

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Curriculum and teaching Expected standard

The childminder teaches the curriculum typically well. She ensures that the curriculum is designed to suit children's needs. The childminder follows children's interests to ensure that children feel happy and secure, especially babies. She introduces children to a variety of books as she encourages a love for reading. The childminder promotes children's physical development. For example, she encourages outdoor play, dancing and climbing. As younger children start to walk independently, the childminder provides low-level furniture to support them effectively.

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Inclusion Expected standard

The childminder creates an environment where she carefully monitors and assesses children's needs and progression to identify any emerging gaps or barriers to learning. The childminder responds swiftly to work towards overcoming any barriers using carefully considered strategies. The childminder works collaboratively with other professionals as she refers and seeks guidance and/or advice. The childminder uses this knowledge and typically implements it into practice. For example, the childminder introduces visual aids and simple one-word communication methods to support children with speech and language delays as the childminder identifies the different colours of cars as single words. However, these strategies are not fully embedded into her practice. For example, the childminder sometimes asks questions in quick succession, which does not support younger children's speech appropriately.

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Inclusion Expected standard

The childminder establishes close relationships with parents and carers from the initial settling-in sessions to share information effectively. From this, the childminder is able to build a true image of children, understanding their needs, interests and ways to support where necessary. The childminder uses this knowledge to support parents through signposting to relevant professionals. The childminder also prioritises sharing ideas of different strategies with parents. This helps to create close working links and consistency between their homes and the setting.

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Leadership and governance Expected standard

The childminder understands her role to teach, care and support children's development. She accesses training opportunities to implement in her provision, considering the impact on children. Sometimes, the childminder does not use every interaction as an opportunity to teach, and her self-reflection does not consistently highlight this area for improvement. As a result, the childminder is not consistently aware of areas for further development.

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Leadership and governance Expected standard

The childminder builds professional and effective parental partnerships to share information and to offer support where necessary, focusing on those who may face barriers to their learning. The childminder is competent in working with other professionals to seek guidance and advice, implementing this within her provision. The childminder shares information well, understanding her role to document and record information confidentially.

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Leadership and governance Expected standard

The childminder provides a warm and welcoming provision where she is inclusive of all children's needs. The childminder builds an image of each child as she celebrates their unique personalities. As a result, the childminder demonstrates how meeting children's needs is a strength of hers. The childminder is acknowledging of her own wellbeing and workload as she works alongside other professionals, providing further knowledge and support for herself. This demonstrates a positive work ethic by the childminder, showing her passion for working with children.

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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 settle into this provision as the childminder provides warmth and nurturing interactions, welcoming children, parents and carers inside. Children feel safe and secure as they use the childminder as their familiar and secure base to receive reassurance and comfort when needed. Children benefit from a clear and structured settling-in process, where the childminder prioritises sharing information. This helps her to understand children's interests and comforts. As a result, children are valued as the childminder uses this knowledge to engage and encourage them into playful interactions. For example, the childminder rolls the ball across the room for children to chase and kick independently, while receiving praise for their efforts.

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

Children enjoy using their natural curiosity to explore the provision as they seek out cars and a track. Children experience mathematical language as they observe the childminder counting the cars and discuss the different colours. Children enjoy the back-and-forth interaction as they place the car on the track and observe it rolling down, clapping and laughing at their achievements. Children develop a love for stories and songs as the childminder uses books to sing along to familiar songs. As the childminder sings 'The Wheels on the Bus', children observe and repeat the actions, developing their gross motor movements.

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

Play and interactions are consistently age-appropriate. Babies receive encouragement to develop their physical development as they cruise around low-level furniture, practising their balancing and walking skills. Children experience a sense of pride as the childminder uses positive language and praise to highlight their achievements, developing their confidence.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Manchester As a result, children demonstrate a positive attitude towards learning as they are confident to have a go and take risks within their play. For example, younger children enjoy the process of developing their gross motor skills as they sit down and stand back up repeatedly.

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Next steps

The childminder should embed more structured routines into practice so children understand what is happening next to further support their wellbeing. The childminder should ensure every interaction with children is an opportunity to provide high-quality teaching through consistent interactions.

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About this inspection

The inspector spoke with the childminder, parents and carers 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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