Childminder

Childminder

Unique reference number (URN): 2771341 Registered with Ofsted: 22/01/2024 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 generally make secure progress from their starting points. They demonstrate confidence as they share what they recall from prior learning with the childminder. Through the range of experiences the childminder provides at the setting, children develop the core knowledge and skills they need to succeed in their future knowledge, including progressing to school. They use their communication and language skills throughout the day and show increasing confidence as they communicate their needs and preferences, which the childminder consistently acts upon.

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Achievement Expected standard

The childminder reinforces learning through songs and counting. She reads to children with expression and encourages them to talk about what they can see. This allows children to develop an avid love of reading and discuss the features of their favourite books. The childminder supports their physical development as they navigate their way up steps and down a slide. This helps children develop their balance, coordination and control as they learn to move their bodies.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm environment where children's needs are met. She is in tune with children's emotional responses, acting swiftly if she sees they are becoming upset. This leads to children generally displaying positive attitudes to learning. Children use good manners and respect in their interactions, which are behaviours that are continually role modelled by the childminder. When children seek comfort, she provides instant reassurance and lets children know that it is normal to experience different emotions. Consequently, children feel secure during their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder strives to create an environment where all children, despite their barriers to learning and wellbeing, can thrive. This threads through to the setting's approach to supporting behaviour. She continually adapts the support she provides to align with the emerging needs of the children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder does not consistently teach children how to keep themselves safe. For instance, when children unzip the safety feature on the trampoline, the childminder zips it back up again, but she does not explain the reason behind this. As a result, children continue to repeat these behaviours.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of the importance of monitoring attendance and punctuality to keep children safe. She has put stringent measures in place to monitor children's attendance, keeping in close contact with parents to ensure absences are explored in a timely manner.

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Children's welfare and wellbeing Expected standard

The childminder implements a robust induction process to gather detailed information from parents and carers, helping children feel emotionally secure when they first settle in. She works in collaboration with parents and carers to promote a healthy, balanced diet, discussing food with the children to encourage them to try new foods. This helps children begin to build healthy habits for the future. However, children are not consistently given opportunities to build on their understanding of health and hygiene during everyday routines. While children feed themselves, the childminder cleans their hands and faces for them, even when they show emerging signs of being able to do it themselves. This does not support their independence.

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Children's welfare and wellbeing Expected standard

The childminder highly values outdoor play. Children have continuous access to the outdoor environment throughout the day and enjoy regular outings to places of interest in the local community, such as the park. This helps children benefit from regular fresh air while also deepening their understanding of the world around them.

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Children's welfare and wellbeing Expected standard

The childminder closely supervises children during mealtimes. She sits with the children to discuss the food they are eating and reminds them of how to keep themselves safe while eating. She also follows procedures to monitor children as they sleep, such as conducting frequent active sleep checks. These practices ensure children's welfare is always prioritised.

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Children's welfare and wellbeing Expected standard

Children demonstrate a sense of belonging in the childminder's home. They confidently walk around her home, engaging with the range of resources available, which the childminder actively encourages. This supports children to develop a true sense of who they are as they follow their own interests.

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Curriculum and teaching Expected standard

The childminder has created a broad, balanced curriculum that covers all areas of learning. She has a clear vision for what she would like children to learn during their time at the setting. The childminder has put great emphasis on the importance of children's communication and physical development to build the core skills they need for the next stage of their education. Children have ample opportunity to develop their vocabulary as the childminder narrates their play, asks open ended questions and supports children to develop an understanding of what new words mean.

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Curriculum and teaching Expected standard

The childminder typically interacts well with children. She has a warm, inclusive teaching style, which allows children to feel confident in having a go even if they are not confident that they know the right answer. During children's play, the childminder introduces mathematical concepts, such as counting to 3 before children jump on the trampoline. Children show great anticipation as they wait to hear the number '3' and giggle to themselves. The childminder extends their knowledge as she discusses shapes, sizes and colour with the children regularly. Children enjoy exploring the range of resources available to them. However, the childminder is sometimes too quick to intervene as the children begin to make their own play choices. She asks additional questions or engages in play with children before they have had the opportunity to explore the resources. This limits the number of experiences children have to explore their critical thinking and independence

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Inclusion Expected standard

The childminder values each child as an individual. She knows children well and takes time to understand their interests and personalities. The childminder generally identifies and understands children's needs well. She assesses their needs regularly and shares children's progress with their parents. She encourages parents to share any routines they put in place at home so that children benefit from consistency during their time at the setting. If she has concerns about a child's progress, she talks with parents and works in partnership with them to set clear targets for children to meet.

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Inclusion Expected standard

The childminder has no children on roll with special educational needs and/or disabilities. However, she shows an understanding of emerging needs that may signify children need additional support. She is aware of support strategies she can put in place to address children's needs. She also understands how to access support from external professionals, including signposting parents to the local authority or using advice services. The childminder adapts her practice to support children's emotional wellbeing in reaction to their thoughts and feelings. She uses networking opportunities with other childminders to upskill her knowledge in this area.

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Leadership and governance Expected standard

Since the last inspection, the childminder has taken effective steps to improve the practice. For example, she has improved practices at sleep times to ensure children's safety and wellbeing. The childminder now demonstrates a secure understanding of the statutory requirements and makes sure that these are met consistently in all areas of the setting.

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Leadership and governance Expected standard

The childminder is proactive and demonstrates a commitment to her continuing professional development to provide the children with a setting where they are able to thrive. She generally makes use of the range of training opportunities available to her. For instance, the childminder is part of a childminding network where she is able to collaborate and share ideas. Recent opportunities have allowed her to deepen her knowledge of inclusion. The childminder's willingness to improve has meant that developments to her practice have been quickly embedded.

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Leadership and governance Expected standard

The childminder continues to maintain open and professional communication channels with parents and carers. The childminder recognises the important role parents play as children's primary caregivers in their child's education. The childminder provides regular support and guidance to parents to support children's emerging needs. She reflects on what children's next steps are and shares this information effectively to collaboratively plan for children's future progress.

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Leadership and governance Expected standard

The childminder is dedicated to creating an environment where all children thrive. She has successfully established a welcoming, home-from-home setting that meets the individual needs of every child. She makes a conscious effort to understand children's cultural and religious backgrounds, ensuring that each child feels valued and represented within the provision. This supports children in understanding the similarities and differences between themselves and their friends.

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

Children are happy and content during their time in the childminder's home. They arrive full of excitement as they quickly go to play with activities that interest them. The environment feels warm and welcoming as the childminder empowers children to flow through the indoor and outdoor environments. The children move with purpose and know where to find toys that interest them, showing that they feel comfortable within their surroundings.

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

Children's play is ably supported by the childminder, who has a clear understanding of what she wants them to learn. She scaffolds children's physical development as they enjoy purposeful free-play in the garden. Children have many opportunities to practise and expand their large and small muscle skills. For example, they coordinate their movements as they climb steps onto the slide and learn to manipulate a pen as they make marks on boards.

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

Children show great excitement when the childminder reads their favourite books. They actively engage with the story, pointing out key features of the book, which they recall from previous times of listening to the story. The childminder uses these moments to affirm children's knowledge, pausing to allow children to guess the word. This leads to children fostering a deep love of books, strengthening their early literacy skills.

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

Children's learning is enriched as the childminder plans regular excursions. For example, children visit the local library where they listen to books being read, and they have the opportunity to socialise and play with other children in the park. The varied range of experiences on offer allows all children, including those who face barriers to their learning, to make consistent progress from their starting points.

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

Children attend regularly and settle easily into the familiar routines as the childminder understands the importance of attendance and punctuality. She follows up on non- attendance to ensure the welfare of children and their families.

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Next steps

The childminder should adapt her teaching style to provoke children to think critically and lead their own learning. The childminder should ensure children's behaviour is supported consistently, explaining how children's actions impact themselves and others.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Age range of children at the time of inspection

The childminder should provide children with further opportunities to develop their independence skills, especially as they manage their personal hygiene routines.

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About this inspection

The inspector spoke with the childminder 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

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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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