MacDonald, James

Childminder

Unique reference number (URN): 2814021 Registered with Ofsted: 20/12/2024 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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Achievement Expected standard

Children achieve sufficiently from their starting points and experience a curriculum that helps to equip them with the skills and knowledge they need for the next stage of their learning. Children make choices in their play and work well with others, sharing and taking turns. Children learn new vocabulary during regular singing and story times. Children develop early literacy skills as they enjoy answering questions about stories and pointing out and discussing objects of interest in the pictures. For example, as the childminder reads children a story about growing beanstalks, children share their ideas and observe that the beanstalk is taller on each page. Children develop a real love of books and enjoy looking at them alone and with friends.

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Achievement Expected standard

Children are curious learners and ask for help when they need it. They generally persevere when they encounter problems in their play and show resilience until they succeed in their efforts. Children build respectful relationships with each other. For example, children ask their friends if they are OK as they climb the steps and clap to celebrate their achievement as they reach the top.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates an environment that is positive and nurturing. He has high expectations for children's behaviour and attitudes and is a positive role model. Children show kindness towards one another as they share and take turns with the resources. The childminder knows children well and nurtures a joy of learning through their interests. For example, children thoroughly enjoy listening to a story about beans being planted, and the childminder extends this by providing children with beans to plant themselves. This helps to engage children in meaningful learning. Children follow the routines and know what activities come next, which helps them feel safe and secure. Children who have attended the setting for longer enjoy encouraging newer children to build familiarity and make new friends as they play. The childminder praises children appropriately for their kindness, which further embeds the high expectations of behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly, and he promotes this with parents. This helps to ensure children gain the maximum benefit from the curriculum and supports their welfare.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment in which children's physical and emotional development are well supported. The childminder is responsive to children and generally meets their needs well. He helps children to manage their own self-care. For example, he speaks with children about getting a tissue to wipe their nose and placing their used tissue in the bin after use to help prevent the spread of infection.

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Children's welfare and wellbeing Expected standard

The childminder helps children to build healthy daily habits for lifelong good health, such as spending time in the fresh air. Children enjoy daily outings in the community, visiting local parks, beaches and woodland. The childminder teaches children skills for life, such as how to travel safely on buses and walk safely near roads. He helps children prepare to dress appropriately for varying weather conditions. As a result, children learn to keep themselves safe in the sun as they exclaim that they need 'sun cream, to stop us burning'. The childminder encourages children to drink lots of water to help keep them cool and hydrated.

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Children's welfare and wellbeing Expected standard

The childminder builds respectful relationships with children that help them feel secure, and children clearly enjoy playing and learning with him.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that focuses on building children's personal, social and emotional skills. He provides children with real-life learning experiences in the community, building a love of learning and developing curiosity about the local environment. For example, children learn how to use public transport and purchase tickets. They build confidence when trying new activities, and this helps grow their understanding of the world around them. He monitors children's progress appropriately and uses this knowledge to plan learning opportunities that build on what children already know and can do.

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Curriculum and teaching Expected standard

The childminder's teaching is inclusive. He adapts his interactions to promote engagement and build children's confidence. All children make progress from their starting points and are prepared for their next stage of learning. The childminder promotes children's communication and language skills well, which supports their development in all areas of learning. Children are confident to ask questions and request assistance, when needed. They show developing focus as they play with activities of their choosing. The childminder supports children to understand early mathematical concepts as they explore capacity and weight. For example, the childminder explains to children that the watering can feels heavy when it is full and light when it is empty.

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Inclusion Expected standard

The childminder appropriately monitors children's learning to identify any gaps in their development and makes the necessary changes to support their progress. He knows the importance of accessing early help services when children's progress does not meet age and stage expectations. He has developed working relationships with parents and carers and works with them to build a shared understanding of children's needs and maintain a shared approach to supporting them. For example, children lacking confidence when starting the setting benefit from smooth handovers between parents and the childminder. These are swift, yet comprehensive in sharing pertinent information to help children settle quickly and enjoy their day. For example, children who enter with a comfort toy soon place it down and engage happily in play with their friends.

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Inclusion Expected standard

Parents appreciate how happy their children are in the childminder's care and feel his knowledge of their children's interests, characters and needs helps them thrive and develop a sense of belonging. The childminder promotes children's wellbeing. He finds out if there are any current barriers to learning that children are experiencing, such as changes in their home, and provides mindful interactions and regular reassurance to support children's welfare and development.

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Leadership and governance Expected standard

The childminder plans a curriculum that prioritises helping children to feel happy, safe and cared for. He builds positive relationships with children that are respectful and help their confidence flourish. The childminder also builds suitable working partnerships with parents to support children's learning and development, and promote continuity of care. Parents report that they value the wide range of activities and trips their children enjoy at the setting. Outings into the community help children develop a sense of belonging in their local area and prepare them for their next stage of learning and later life.

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Leadership and governance Expected standard

The childminder generally keeps his skills and knowledge up to date. He enjoys learning about child development and how best to support children's progress. However, at times, the childminder relies on guidance and support from others when making decisions about the day-to-day management of the setting. Leadership of the setting could be developed further to extend the childminder's professional learning and expertise and support him to build greater confidence in managing the setting independently.

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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

The childminder knows children well. He has developed bonds with all children, and they seek him out to play and learn with. Children enjoy a curriculum that is sufficiently balanced and builds on what they already know and can do. The childminder promotes outdoor learning and the joy of nature. Children show a sense of belonging as they tend to the garden, planting beans. Children clearly feel safe and happy in the childminder's care. The childminder interacts well with children, and this promotes engagement. He models kindness and respect for others, and children follow his example, sharing and taking turns well. Children's learning environment is full of language. They enjoy regular story times and learn new vocabulary as they play and learn. For example, as children create flower pictures, the childminder shows them real flowers and reflects on the variety of colours he can see on the petals. The childminder helps children recall the word 'stem' as they speak

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

The childminder monitors attendance and promotes the importance of attending regularly with parents. When children are absent, he contacts parents to check on the health and wellbeing of children and offer support so children can return when fit and healthy. Children make appropriate progress from their starting points and are prepared for the next steps in their education, including school.

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Next steps

The childminder should focus on professional development opportunities to continually improve confidence, skills and expertise to lead the provision independently.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00,Saturday : 08:30 - 16:00

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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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About this inspection

The inspector spoke with the childminder, the co-minder 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.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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