Childminder

Childminder

Unique reference number (URN): 2803591 Registered with Ofsted: 07/10/2024 Registers: EYR

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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 make positive progress in their communication and language skills and show growing confidence in expressing themselves during play and everyday routines. They use an increasingly wide vocabulary to respond to questions and understand different instructions. They discuss how tinsel is long and tickles when playing with Halloween resources. They also repeat how the childminder's cats says 'miaow' and has a fluffy tail. Children develop early mathematical skills through activities, such as exploring colours and shapes, counting objects and showing perseverance as they solve simple problems. For instance, they enjoy building and constructing with large construction bricks and a wheelbarrow. This extends their concentration, imagination and awareness of cause and effect.

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Achievement Expected standard

They also demonstrate growing independence by making choices in play, helping with routines and attempting tasks, such as putting on their shoes and coats. Children participate in a wide range of experiences away from the childminder's home. They enjoy learning about nature and the natural world on local walks. They also develop their physical skills, when climbing on equipment at the park and at local soft-play centres. Children evidently make clear progress during their time at the setting and are suitably prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and achievements. She has a very positive and energetic nature, which engages children well and motivates them to join in. The childminder implements consistent routines, uses sign language and age- appropriate explanations to help children to understand different parts of the day and transitions. She also focuses on using manners during routines and role models kind and empathetic behaviour that young children recreate in their play. For example, they show kindness, gentle care and consideration, when playing with dolls. The childminder generally names and validates different emotions through play and books, supporting children to develop a growing awareness of different feelings and emotions. She successfully adapts her teaching of behaviour to support the different ages of children. She encourages lots of consideration and compassion, as well as teaching turn-taking and waiting skills. She also

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Behaviour, attitudes and establishing routines Expected standard

gives lots of encouragement. This helps to build children's self-esteem and develop a positive view of themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children's attendance and punctuality are a focus for the childminder. Close and respectful relationships with families mean that parents are aware of the importance to children to establish these routines and help them to experience consistency in their care and education.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and nurturing environment, where children's emotional wellbeing is prioritised. She builds special relationships with children and their families from the start. She invests in in-depth and gradual settling-in procedures to help children to settle at their own pace. This helps children to build trust, secure attachments and to feel secure. The childminder is sensitive to children's individual circumstances and works in close partnership with parents and carers to support individual needs and requirements.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles effectively. She encourages children to develop healthy eating habits and works closely with parents to support children, who are learning to try new foods. The childminder uses activities creatively to explore different textures and smells. Furthermore, children engage in books and activities to teach them about positive oral health. They also have daily opportunities to experience fresh air and engage in physical play, when engaging in activities and play in the local community. Children are well supported to learn about similarities and differences. For instance, they engage in different arts and crafts, food tasting and dancing experiences when celebrating a range of cultural festivals, such as Diwali and Eid. This helps children to understand about different backgrounds and lives different to their own.

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Curriculum and teaching Expected standard

The childminder is very knowledgeable about child development and has secure understanding about what she wants children to learn and why. She generally provides a broad curriculum that supports children's development across all areas with evident focus on promoting children's wellbeing, emotional development and communication and language skills. The curriculum is delivered through attentive and purposeful interactions. However, on occasions, her planning and the depth of some activities and toys on offer does not maximise children's learning to the highest level.

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Curriculum and teaching Expected standard

The childminder is an enthusiastic practitioner. She carefully models speech and new vocabulary during storytelling, conversations and play. Children's mathematical knowledge is also well supported through a variety of activities. For instance, children practise counting, recognising numbers, naming shapes and comparing patterns, when exploring sensory trays and shape sorters. They also have fun exploring vehicles in sand and discuss how the sand feels and how the sand can be transported. Furthermore, children show keen interest in posting activities. This helps to develop their concentration and enhances their hand–eye coordination. They also enjoy participating in imaginative play with dolls and the childminder supports them to be gentle and kind.

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Inclusion Expected standard

The childminder has high expectations for all children and knows them very well as individuals. She identifies children's needs accurately and supports their learning, development and emotional wellbeing in a calm and inclusive environment. The childminder is very passionate about promoting children's communication skills and discusses how this is the foundation to all future learning. She undertakes British Sign Language training to support children's communication and language skills. Children respond positively to different signs and use sign language as well as spoken words to communicate their needs.

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Inclusion Expected standard

Currently, the childminder is not supporting any children with special educational needs and/or disabilities or those that face other barriers to their learning and wellbeing, however, she has had previous experience of doing so. She knows how to monitor emerging needs and how to seek advice, guidance and specialist support from the local authority and other professionals if required. Furthermore, she speaks with confidence about using additional funding to help to close any gaps in children's development or welfare. Children frequently learn about diversity through stories, celebrations and discussions that reflect different cultures and family experiences, supporting their sense of belonging and respect for others.

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Leadership and governance Expected standard

The childminder is experienced, knowledgeable and has a overall accurate view her provision. She is committed to offering an inclusive and supportive environment for all children and families. She is dedicated to making whatever adaptations she can to best support families. For instance, she arranges joint health visitor visits and takes children for appointments to support their wellbeing. She frequently uses links with other local childminders to share ideas and reflect on her practice. She engages in a range of training, such as promoting safer sleep, safeguarding children, developing speech and communication and teaching British Sign Language training. Despite these strengths, the childminder has not fully maximised training opportunities to continue to develop her knowledge of delivering an even more exciting, varied and ambitious curriculum. Furthermore, she has not fully embedded how she can further support children's home

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Leadership and governance Expected standard

learning to ensure even higher levels of consistency across her setting and home.

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Leadership and governance Expected standard

The childminder has clear policies and procedures to help the smooth running of her provision. She carries out regular risk assessments to help ensure children's safety. The childminder regularly shares information with parents and carers, who are very complimentary of the care and education she provides. They value the daily communication they receive and feel very well supported. Parents express high levels of confidence that their children enjoy attending and are making evident progress.

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

Children enjoy a nurturing and inclusive environment, where they show they feel safe, valued and secure. They form trusting and meaningful bonds with the childminder, who celebrates their efforts and achievements and treats them with respect and kindness. Children are very settled and show enjoyment in each other's company, happily playing alongside each other. Children have frequent opportunities to make choices about their play and are well supported to follow their interests. They enjoy a wide range of experiences indoors and outdoors that generally supports their development across all areas of learning. Children benefit from skilled support from the childminder to hear new vocabulary and

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About this setting

extend their language skills. They frequently hear new words and explore new concepts as they play. Furthermore, they receive effective support to stretch and extend their knowledge in an age-appropriate way.

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About this setting

Children enjoy a wealth of experiences that help them to build their confidence and develop their awareness of different people and communities. Throughout the week, they visit a variety of play groups, different parks, the library, the woods, the farm and different soft-play centres. Children regularly play with a wider group of children through the network of childminders the childminder has formed. This helps to foster their turn-taking skills and cooperative play skills. Children behave very well and show positive interest and engagement as they make choices about their play. They particularly enjoy exploring a Halloween themed sensory tray and receive encouraging support to explore different sized pumpkins and a range of different textures. As they play, children hear words, such as 'sparkly' and 'shiny'. They also receive helpful support to count the pumpkins and discuss their similarities and differences. Children evidently enjoy attending, thrive and benefit from

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About this setting

responsive interactions that nurtures their wellbeing and overall development.

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Next steps

The childminder should continue to build on her professional development opportunities to help her to plan an even more varied and ambitious curriculum to best support children's learning. The childminder should strengthen the way in which she supports children's home learning in order for them to experience even greater levels of consistency and links to their learning across her setting and their home.

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About this inspection

The inspector spoke with the childminder and children and considered parents' written feedback 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. Unique reference number (URN): 2803591

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About this inspection

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

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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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