Childminder

Childminder

Unique reference number (URN): 2792350 Registered with Ofsted: 08/07/2024 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 typically develop age-appropriate knowledge and skills from their starting points, including those with special educational needs and/or disabilities. The childminder focuses on embedding rules, routine, independence skills and experiences to allow for children to be ready for the next stage of their learning. She seeks advice and support to support children who face barriers to their learning so that they can make good progress and achieve well. Children are proud of their achievements and seek to share them with the childminder. For example, children ask for their work to be displayed and to take home other work to show parents that they are excited to share. Parents praise their child's progress, confidence and achievement as a result of the childminder's care and support.

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Achievement Expected standard

Children show very good speech and language skills. The childminder has regular conversations with the children and they are keen to share their thoughts. The childminder chooses resources to extend children's learning. For example, children used an abacus to show results of their favourite colours. However, some individual learning opportunities are not as precise as they could be. This results in children's progress and achievement not being maximised.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and secure relationships with the childminder and they confidently approach her for support. They behave kindly towards each other, use good manners, share resources and work collaboratively. The childminder uses praise effectively to reinforce positive behaviour, teamwork and children's achievements. Children demonstrate good independence within familiar routines. The childminder teaches children to wait patiently, manage their own handwashing and understand what is expected when transitioning between activities. The children require minimal adult prompting. The childminder encourages children to persevere, solve problems and manage disagreements. She steps in sensitively when further support is required. For example, when two children wanted the keyboard, she asked how they could share and work out using it together. When the children couldn't compromise, the childminder gave a suggestion to use it side by side and

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Behaviour, attitudes and establishing routines Expected standard

then gave clear instructions for one child to go first for two minutes and the other would have to wait their turn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds children's confidence by allowing them to take appropriate risks. She promotes curiosity and positive attitudes to outdoor learning, where they sustain concentration and become engrossed in their play. Children say 'excuse me' to their peers to get access to different resources, and they take it in turns to drop stones and mud into containers. At times, engagement indoors is not as purposeful and expectations for behaviour are not as consistently reinforced. The childminder has clear procedures for monitoring attendance and following up on unexplained absences and lateness. She shares with parents the importance of good attendance and how it affects children's development.

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Children's welfare and wellbeing Expected standard

The childminder has a secure understanding of her responsibility to promote children's health, safety and wellbeing. Children are safe and secure in her care. The childminder demonstrates that training and knowledge is embedded in practice through confident discussions and the adaptations she has made. Risk assessments are clear and she is vigilant within the setting and when children are out in the community. The childminder gives children opportunities to take appropriate risks while maintaining good oversight of their safety. For example, she takes children to the local skate park, where the children use balance bicycles and scooters on age-appropriate equipment, and she discusses choices and safety with the children.

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Children's welfare and wellbeing Expected standard

Children are supported to develop good levels of independence and self-care. The childminder has routines which are well embedded. Children independently wash and dry their hands and patiently line up and wait their turn.

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Children's welfare and wellbeing Expected standard

The childminder understands and follows safer-eating practices well. She maintains appropriate supervision while children eat and knows how to cut food for younger children and babies. The childminder shares information with parents on healthy choices for children's lunchboxes and encourages children to try a range of fruit and vegetables grown in one of the children's allotment. The childminder discusses healthy food options for the children and how exercise is important to be healthy and strong. The childminder has a strong understanding of safer sleep and shares guidance with parents through newsletters.

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Curriculum and teaching Expected standard

The childminder knows what she wants children to learn. To achieve this, she follows children's interests, supported by monthly topics, with a strong focus on outdoor learning and community experiences. Children learn about their local environment and have plenty of opportunity to develop gross motor skills during outdoor play and local trips. Children develop good fine-motor skills from a young age. They are encouraged to develop their pincer grip through mark making and progress onto writing their names independently. The childminder models calm, clear language and encourages children to be kind and respectful. The childminder knows children's strengths and interests. She uses this information to create appropriate next steps. She supports children's play without taking over. She gives children time to explore, persevere and problem-solve independently. As a result, children develop resilience and are curious.

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Curriculum and teaching Expected standard

Overall, children benefit from the childminder introducing new knowledge and vocabulary through their play, for example, during doctor role play and outdoor exploration. For example, she models language, such as 'overflowed' and 'sinking', to encourage discussion when supporting children's messy play. The childminder skilfully supports child-led learning in the moment and allows children to have a go and work things out for themselves. Although the childminder offers one-to-one focused learning time for older children, such as letter recognition, handwriting practise and cutting skills, this is not always prepared for, or encouraged enough, to allow for children to make the rapid progress they are capable of.

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Inclusion Expected standard

The childminder knows the children and their capabilities well. Children are valued, included and secure in the childminder's care. The childminder works well in partnership with parents and other professionals to ensure that children's individual learning needs are being met. For example, the childminder has sought advice and support from her local authority to make adjustments to support children in her care. The childminder also shares information with parents well through newsletters, and she shares assessments, such as 2-year progress checks, with health visitors. Children experience a learning environment that promotes being physically active outdoors. This allows children to learn in a range of different styles so that all children are included in their learning and have the opportunity to progress.

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Inclusion Expected standard

The childminder uses additional funding purposefully to reduce barriers to learning. The childminder uses early years pupil premium funding to provide enriching outings and one-to- one support on a quieter attendance day, while maintaining opportunities for children to learn alongside the other children on other days. The childminder has introduced personalised resources, such as family photo books to help children settle, feel comfortable and promote their speech and language skills. The childminder monitors children's progress accurately and is alert to emerging gaps in learning and development. She seeks appropriate advice and support when concerns arise and understands when further action may be required.

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Leadership and governance Expected standard

The childminder has a clear vision for her setting and knows her strengths and areas for development. For example, she discussed the recent changes she made to her environment based on the children's needs and how she adapted her outdoor space to promote independent play. She is reflective about her practice and demonstrates a commitment to continuous improvement. She undertakes relevant professional development and effectively applies new knowledge to her practice. This is particularly evident in her implementation of safer eating and sleep guidance and the adaptations she has made following special educational needs and behaviour training. The childminder understands her responsibilities and always puts the children's safety and wellbeing first in what she does. She keeps her knowledge up to date through training, including safer eating, safer sleep and paediatric first aid training.

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Leadership and governance Expected standard

Partnerships with parents and other professionals are effective. Parents describe the childminder as caring and nurturing and value the home-from-home environment. Parents praise the individual attention and range of learning environments their children experience. The childminder regularly shares information about children's development with parents and health visitors, and she seeks external professional support when appropriate. Although the childminder provides a range of learning experiences through her curriculum, she is not always precise around the quality and impact of her teaching to strengthen her provision.

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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

Children are happy, safe and secure in this home-from-home setting. The childminder's calm and supportive manner allows children to explore and become engrossed in their play. Children confidently make choices and engage in self-directed play with support and encouragement from the childminder. They have very positive relationships with her, regularly giggling and laughing together and confidently seeking her support when needed. Children build positive relationships with their peers. The childminder has high expectations for the children to be kind, use manners, take turns with resources and work together. For example, when creating concoctions together in the mud kitchen, children are respectful of their environment by cleaning up spillages. Children use phrases such as, 'excuse me' to gain access to resources and show kindness and patience towards each other. The childminder supports children to understand turn-taking, compromise and how to resolve

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

The childminder carefully supports children to develop confidence and perseverance skills. Children are proud of their achievements and receive positive encouragement from the childminder, helping them to develop confidence in their own abilities. The childminder takes time to get to know and cater to the needs of every child, including those who only attend for holiday care. She works collaboratively with parents to understand children's starting points and maintains development trackers to identify where children may need additional support.

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

Children benefit from a curriculum that regularly promotes curiosity and exploration of the world beyond the childminder's home. They enjoy being outdoors in different seasons, including splashing in muddy puddles and exploring changes in the weather. Visits to places such as the zoo, skate park, library, museums, farms and local parks enrich children's understanding of the world around them and provide wonderful learning experiences in a range of environments. The childminder provides an inclusive environment and makes adjustments to adapt the environment to the child.

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

Children develop good independence and self-care skills, learning to wash their hands, dress themselves and use the toilet independently. Familiar routines are well established, and children are increasingly taught to manage these for themselves with little adult support. Overall, children experience a nurturing environment where they feel valued and included. They are encouraged to be active, independent and develop the confidence to explore, make choices and try things for themselves.

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Next steps

The childminder should continue to build their skills and knowledge to support identifying changing special educational needs and/or disabilities needs quickly and accurately. The childminder should enhance planning and implementing a curriculum that is of a consistently high quality to ensure all children make robust progress. The childminder should further implement consistent behavioural expectations to help children understand what is expected of them. The childminder should consistently extend children's thinking and new language.

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About this inspection

The inspectors spoke with the childminder 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

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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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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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An assurance visit by an additional inspector was carried out at this 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. 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

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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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