Childminder

Childminder

Unique reference number (URN): 2776522 Registered with Ofsted: 19/06/2024 Registers: EYR, CCR

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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 settle in quickly with the sensitive support they receive from the childminder. They gain confidence quickly as they are valued and feel reassured hearing some of their home language used. Children begin to make progress after a short time attending. Babies develop their physical skills and coordination. They begin to take some steps and young children learn to climb effectively. Children learn to do things for themselves and show perseverance and pride in their achievements. They grin proudly as they squeeze a bottle to get coloured water out, then successfully aim this into a bowl.

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Achievement Expected standard

Children are interested in being with other children. They start to develop their social skills and acquire some appreciation of other's needs. Children typically progress their communication, this includes children that speak English as an additional language.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder supports children's behaviour well. She helps them play safely and interact appropriately with others. She promptly intervenes and gives them explanations to help them adapt their behaviour if needed. However, she does not always make her meaning clear, so that children learn and then start to adapt their behaviour independently. She does make sure she stays by them if they do not understand and directs them to in other ways, helping them share toys and resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's attendance suitably. She liaises with parents and carers regarding children's absences, making sure children are safe and helping parents appreciate the importance of regular attendance. The childminder quickly builds effective relationships with children and babies. This helps them settle in and enjoy their time with her. They gain confidence to explore independently and follow their interests.

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Behaviour, attitudes and establishing routines Expected standard

The childminder introduces some suitable routines to children. She prepares them for meals, helping them with washing their hands and settling them at the table. She offers young children plenty of opportunities to develop their independence. She helps children of all ages including babies, to do age-appropriate tasks for themselves, such as putting some toys away or helping to peel their banana. She helps them persevere with challenges, giving them lots of encouragement and then praise for their achievements.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing. She builds caring bonds with children. This helps them settle into her home quickly and effectively. She observes them closely to check on their welfare and helps them manage their emotions. She gives new babies sensitive caring reassurance and support, including those with English as an additional language. The childminder gets to know children and supports their care needs closely, providing an individual approach. The childminder liaises with parents to help support children's healthy eating and follows babies home routines, making sure babies have their milk at the right time. She is mindful of ensuring children are comfortable and happy, and she changes children quickly when they get wet from water play. Parents and carers are grateful for the childminder's conscientious focus and successful approach that helps their babies get the rest they need while with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder sets up her outside space with age-appropriate items to support children to explore. Young children enjoy being active in the fresh air, developing their physical skills playing with water and climbing on equipment. The childminder ensures she still supports children's care needs while they are out here, keeping them hydrated and wiping their noses. However, her slight lack of organisation means that she interrupts children's learning, to take them back in to get items she needs.

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Curriculum and teaching Expected standard

The childminder leads children's learning and development, forming a curriculum of experiences to progress their skills. She outlines what she wants each child to learn and achieve. She gets to know children quickly when they start to attend. She observes their abilities and outlines what they need to learn next. She forms her support, activities and resources around these.

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Curriculum and teaching Expected standard

The childminder generally develops children's skills well, including for children who speak English as an additional language. They start to make progress from early on. Overall, she supports children's communication. She offers babies and children lots of commentary and conversation. Children warm to her bubbly and chatty nature. However, at times she offers a lot of speech to babies and children. This does not help them hear key words and copy these to develop their language and expression.

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Curriculum and teaching Expected standard

The childminder gives babies and young children resources, such as chunky building blocks, to encourage them to build their hand coordination and strength. She has books down at a low level and looks at these with babies and children, developing their attention and early interest in literacy. She counts items with young children, teaching them the names for numbers.

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Inclusion Expected standard

The childminder is mindful of children's different backgrounds, cultures, languages and needs. She works closely with parents when children start, to gain lots of information on each child. She uses this to undertake initial assessments and then further observations, making sure she notices any areas that children are not developing and progressing. She liaises quickly with parents to gain further information and outline strategies and support to help any gaps in their development to close. She understands to involve professionals and get children any help they may need, including if they have any emerging special educational needs and/or disabilities. The childminder appreciates the importance of using any additional funding children may receive wisely, focusing this on areas where children need support in their development and experiences.

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Inclusion Expected standard

The childminder understands the need to reduce any barriers children have to their learning and/or wellbeing. She appreciates their individuality, focusing on their different needs and circumstances. She generally communicates with them effectively, talking to them to explain new things and help them settle in. She is multi-lingual and often gives children multiple explanations, in both their home language as well as English. This helps them all feel valued and included. However, it also gives them a little too much speech and they sometimes struggle to understand, cooperate with instructions and then readily engage in activities.

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Leadership and governance Expected standard

The childminder organises her provision with the best interests of children in mind. She undertakes mandatory training and uses links with local authority advisors to keep her knowledge up to date and abreast of changes to legislation, adapting her procedures accordingly. The childminder uses professional organisations to undertake additional online training to help her develop her knowledge, skills and practice. She uses professional conversations and links with other childminders to gain new ideas and develop her provision. She evaluates her provision, particularly what she sets out and provides for the children. She generally considers and reflects on her approach and aspects of her teaching and organisation.

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Leadership and governance Expected standard

The childminder supports partnership working. She builds suitable links with parents and carers and gets to know the children quickly and effectively. She builds up a two-way flow of information with them, to help them support children together and in the same way. The childminder beneficially engages with the local community. She takes children out and about to learn about services in their local area. She takes them to the library for rhyme time sessions and other local play-based groups.

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

Babies and children settle easily into the childminder's home. They show that they feel safe and seek comfort and reassurance from the childminder when needed. She is kind and caring and they build suitably close bonds with her. This builds their self-confidence. They gradually gain more confidence with the childminder's comforting support and explore independently. She is caring and supports their emotional and physical wellbeing effectively, picking up on instances when there are tired, hungry or a little upset. Babies cuddle with her as they have their bottle and happily snuggle into the childminder as they are rocked to sleep at nap time. Young children are reassured with a cuddle after they get up from their nap, sitting with her until they feel ready to go off and play.

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

Young children develop early independence skills and a sense of responsibility. They enjoy doing things for themselves. They develop pride in helping the childminder with tasks, such as tidying away the toys or helping get their bedding for their nap. Typically, they learn to follow routines and develop a sense of belonging from these.

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

Generally, children develop their communication skills. Young children start to babble and chatter, and the childminder chats back to them. Babies eagerly watch her and develop their eye contact, body language and babble a little as they start to gain confidence to express themselves. Children enjoy time in the childminder's outdoor space. She also takes children to local parks to develop their physical skills on different terrain and equipment. Young children start to be aware of some aspects of their bodies' needs. They learn healthy habits, such as drinking water to stay hydrated and are supported to make healthy choices at mealtimes. They follow suitable hygiene routines with the childminder's close support, such as washing their hands

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Next steps

The childminder should find more effective ways to develop children's communication and language, expanding their understanding and vocabulary further. The childminder should increase her organisation further, to support children's uninterrupted learning.

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered parents' and carers' written views.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 14:00

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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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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

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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 .

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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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