Childminder

Childminder

Unique reference number (URN): 2796375 Registered with Ofsted: 04/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make considerable progress from their starting points across all areas of learning. They develop the knowledge, skills and confidence they need for their next stage of learning.

p.2

Achievement Strong standard

Children display increasing confidence in communication. Younger children use signs to support their spoken language to express their wants and needs successfully. They participate enthusiastically in song times and recall a wide range of familiar rhymes and songs. Older children use increasingly complex sentences and share their knowledge with their friends. For example, they tell their friends which animal is a starfish, and which is a turtle.

p.2

Achievement Strong standard

Children develop strong physical skills and become active learners. Babies develop their core muscles through regular tummy-time activities and by reaching to explore the environment around them. Children demonstrate secure mathematical understanding as they confidently count, compare and recognise quantities rather than just recalling numbers.

p.2

Achievement Strong standard

All children become increasingly independent and readily manage their own needs. Young children demonstrate complex skills for their typical age, such as putting on their own coats and shoes, and pouring drinks independently at mealtimes.

p.2

Children's welfare and wellbeing Strong standard

All children benefit from warm, nurturing relationships and highly responsive care. The childminder knows children extremely well and is attentive to their individual needs, routines and preferences. Babies and young children form secure attachments quickly and demonstrate that they feel safe and emotionally secure. For example, young babies settle calmly to sleep, engage confidently with adults and respond positively to interactions throughout the day. The childminder ensures that young babies receive lots of eye contact and warm interactions. They respond with smiles and giggles demonstrating their bond with her.

p.2

Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's cues and emotional needs. For example, she quickly recognises when children are becoming tired and responds appropriately to support their wellbeing. Children's welfare and emotional security are at the heart of the childminder's practice. She recognises that feeling safe, secure and valued underpins children's learning and development and consistently prioritises this in her work.

p.2

Children's welfare and wellbeing Strong standard

Children develop increasing independence in managing their personal care and daily routines. For example, they wash their hands, help to tidy away resources and prepare food safely. Children enjoy using knives to chop bananas and confidently count the pieces they have cut. They learn about healthy lifestyles and discuss the different foods that people eat.

p.2

Children's welfare and wellbeing Strong standard

Children develop an awareness of their own emotions and those of others. For example, they confidently discuss why a baby sibling may cry and talk about situations that might make people feel sad. As a result, children flourish within a caring, nurturing and supportive environment where their wellbeing is consistently promoted.

p.2

Curriculum and teaching Strong standard

The childminder provides a broad, ambitious curriculum that reflects children's starting points, interests, ages and stages. She uses assessment effectively to identify what children know and can do, which enables her to build securely on prior learning and plan meaningful next steps. The curriculum is adapted and inclusive for all children, including those with special educational needs and/or disabilities or those who speak English as an additional language.

p.3

Curriculum and teaching Strong standard

Communication and language are prioritised throughout the day. The childminder introduces new vocabulary such as 'acorn', 'soft' and 'slimy' during stories, play, and outdoor learning. She skilfully weaves mathematical concepts into everyday routines as children count objects and compare quantities. For example, children learn to count the cups at snack time. The childminder focuses on physical development for the youngest of babies and provides activities designed to support strength and coordination.

p.3

Curriculum and teaching Strong standard

Teaching is responsive and well matched to individual children's needs. The childminder models vocabulary, extends conversations, checks understanding and addresses misunderstandings effectively. For example, she acknowledges when children think their melon pieces could be potato. She encourages exploration of this idea by tasting it and compares the similarities and differences to help extend children's understanding. The childminder differentiates learning effectively for all children. She uses simple language and targeted support for younger children and provides greater challenge for older children. For example, younger children are given simple two-word instructions and older children are encouraged to follow instructions with a sequence of actions such as collecting rubbish and bringing her the plates.

p.3

Inclusion Strong standard

The childminder creates a highly inclusive environment where children's individual needs are identified early and responded to promptly. She ensures that all children's circumstances, backgrounds and experiences are understood and valued. The childminder uses regular assessment and clear communication with parents to identify and respond to any emerging needs or change in children's lives. She has a thorough understanding of the children in her care and knows when important events are taking place in children's lives, such as the arrival of a new sibling. The childminder provides tailored support and helps children to understand and navigate such events.

p.3

Inclusion Strong standard

The childminder effectively uses support strategies for those with special educational needs and/or disabilities and those who speak English as an additional language She uses children's home languages when appropriate to secure children's understanding. Children learn signs to communicate with her and express their needs. The childminder regularly reviews the effectiveness of strategies she uses. She uses regular assessment to monitor children's progress carefully and identify if strategies are working. She adapts and tailors these effectively when needed.

p.3

Expected standard

The childminder uses additional funding effectively. She uses her knowledge of children's development to carefully identify which resources or activities have the most impact. The childminder works closely with external professionals such as health visitors to seek advice or additional support when needed.

p.4

Expected standard

Children from a wide range of cultural and family backgrounds are included at the setting. The childminder works closely with families to understand what is important to them and uses this information to enrich all children's experiences. For example, she takes time to learn about celebrations, such as Equinox, to include children and teach their friends about their traditions. As a result, all children feel valued and represented.

p.4

Leadership and governance Strong standard

The childminder demonstrates a clear commitment to maintaining high-quality education and care. She understands the provision's strengths and continually reflects on her practice to enhance all children's experiences. The childminder considers improvements carefully and ensures these are informed by the needs of children and families. For example, she has developed a sheltered outdoor provision to increase opportunities for learning and play throughout the year.

p.4

Leadership and governance Strong standard

The childminder ensures that any professional learning is relevant to children's needs. She accesses training and webinars in areas such as speech and language and is currently undertaking a dedicated special educational needs coordinator qualification. The childminder ensures that any learning is shared effectively with her assistant. Her assistant receives regular supervision, training and support and contributes effectively to children's care and learning. Both adults communicate well and work collaboratively to provide consistent experiences for children.

p.4

Leadership and governance Strong standard

Parents speak highly of the care their children receive and value the secure relationships the childminder builds with their children. They praise the excellent communication she provides and feel that the childminder becomes a true part of their family who they work in partnership with. The childminder also works positively with other settings, and the community. She ensures that transition arrangements support continuity in learning and development, while visits into the local community broaden children's experiences and confidence.

p.4

Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations for children's behaviour and promotes kindness and respect. All children, including those with special educational needs and/or disabilities generally behave well and develop positive relationships with their friends and the childminder. The childminder provides consistent praise which encourages children's confidence and helps them learn what is expected of them. Children learn to take turns and share as the childminder teaches these skills effectively. Children generally display positive attitudes towards learning and willingly participate in the activities the childminder provides. They are enthusiastic and demonstrate enjoyment in their learning. However, opportunities for children to sustain deep levels of engagement are not always maximised. At times, established routines, such as story time, require children to stop activities that they are engaged in before they have finished. Some children are

p.4

Behaviour, attitudes and establishing routines Expected standard

reluctant to leave their play and wish to continue with their chosen learning. As a result, children's positive attitudes to learning and levels of engagement are not consistently sustained throughout the day.

p.5

Behaviour, attitudes and establishing routines Expected standard

Children receive regular praise for their efforts and achievements, including trying new foods and attempting tasks independently. They take pride in their accomplishments and eagerly share these with the childminder. For example, children confidently tell her when they have put on their own wellington boots, anticipating the positive recognition they will receive.

p.5

Behaviour, attitudes and establishing routines Expected standard

The childminder works effectively in partnership with families to promote good attendance and punctuality.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

Children, including those with special educational needs and/or disabilities arrive happily and confidently and settle quickly into play. They form warm, trusting relationships with the childminder and feel secure in her care. Children confidently express what they want and share their ideas. They choose songs for the group to sing and join in with familiar words and actions. Children proudly celebrate their achievements and being helpful. They enjoy having real responsibilities in the childminder's home. For example, they help to prepare snack and carry milk jugs to the table.

p.6

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

Children confidently seek help when they need it, such as asking for assistance to remove the lids from pens. They interact positively with each another and willingly share resources and toys. Children are curious and enjoy finding out about the world around them. They become absorbed in imaginative play, such as making dinner for the childminder from coloured rice, pasta and other objects. Children confidently tell the childminder whose plate is who's. Children learn from one another and share what they know. For example, older children teach younger children which farm animals are which.

p.6

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

Children enjoy spending time outdoors, where they can run freely, explore messy materials, develop their physical confidence and use their imaginations. They also develop their confidence and social skills through regular visits to parks, local toddler groups and a care home. Children are increasingly independent and enjoy doing things for themselves, such as tidying up. They are encouraged to have a go at everyday tasks and experience the satisfaction of mastering new skills.

p.6

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

Babies are settled and happy. They benefit from warm, attentive interactions, including songs, books and eye contact. Children's individual circumstances, cultures and home languages are respected. Children who are learning more than one language are supported sensitively, helping them to feel valued and included. Children enjoy being part of the setting, develop confidence in what they can do and make meaningful progress from their

p.6

About this setting

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

p.7

Facts and figures used on inspection

starting points. They develop the knowledge, skills and independence they need for their next stage of learning.

p.7

Next steps

The childminder should adapt daily routines to respond more flexibly to children's engagement in play, so that children sustain positive attitudes to learning and benefit from longer periods of uninterrupted, purposeful play.

p.7

About this inspection

The inspector spoke with the childminder and her assistant, parents and children during the inspection.

p.7

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. This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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. 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 .

p.8

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 .

p.9

Urgent improvement

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

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9