Childminder

Childminder

Unique reference number (URN): 2804204 Registered with Ofsted: 03/10/2024 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 make steady progress and gain useful skills for the next stage of their education and eventual move on to school. Children develop their speech very well and use this with increasing fluency. They expand their vocabulary quickly, eagerly using new words the childminder offers them. They learn colours, maths terms and effectively count items.

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Achievement Expected standard

Children enjoy creative activities and develop their ideas. They enjoy creating with natural items and dough, pushing in sticks and attaching leaves. They gain confidence to experiment in their own way, with encouragement from the childminder. They have fun making items such as pretend lollypops, carefully placing the dough on top of the stick and show their growing coordination and dexterity. Children test out their ideas and explore imaginatively. They typically learn to interact with the other children of their own age and occasionally play alongside them or with them. They enjoy the childminder joining them in their play and chat to her about things that interest them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds beneficial relationships with children. She appreciates families' differing circumstances and needs. She helps maintain children's regular attendance, understanding the need to be vigilant to any absences and supporting children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's behaviour attentively and effectively. She helps young children learn to share and take turns. She deals with their frustrations well, promptly helping them manage their emotions and at times helping them learn to interact with others appropriately. Children do though need ongoing support for this due to their age and continually need the childminder's help. She offers them clear explanations so that they understand and learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to persevere with challenges and children generally show suitably positive attitudes to learning. She leads appropriate routines and generally ensures that she involves children. They gain a sense of belonging from these. She teaches children the importance of tidying away the toys and following hygiene practices. However, the childminder does things for the children that she could teach them to do themselves. At times, children do not not fully build their independence skills and their sense of responsibility further.

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Children's welfare and wellbeing Expected standard

The childminder forms caring bonds with children. They settle in quickly and easily, this fosters their well-being in her home. She builds their confidence and they enjoy their time with her. The childminder makes sure children are comfortable, supporting their care needs and welfare. She ensures children eat suitable amounts of their lunch, encouraging those that are reluctant and want to go off and play. In this way children recharge suitably, with the childminder's conscientious perseverance. The childminder typically helps children gain suitable self-care skills. She teaches children to manage their frustrations and emotions when they want the same toys. She gives them reminders on safe practices to help them learn to manage risks and about their personal safety and the safety of others.

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Children's welfare and wellbeing Expected standard

The childminder develops children's health and physical well-being. She takes children to local parks to build their skills on the equipment and enjoy being active in the fresh air. They go on walks and explore woodlands. She teaches them about the seasons and fosters their interest in nature and wildlife as they find and investigate insects. She plans further activities linked to this exploration, to motivate children's exploration outside further. For example, they collect natural items, such as leaves and sticks for their creative activity back at the childminder's house.

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Curriculum and teaching Expected standard

The childminder knows children well. She assesses children's abilities and outlines suitable skills that they need to learn next. She plans activities and how she will support them to gain these skills, to help children make effective progress.

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Curriculum and teaching Expected standard

The childminder knows how children learn. She gets down to children's level and plays alongside them. She picks up on their interests, offers them useful techniques and ideas to extend their play and learning further. For example, she notices them exploring the play kitchen and food. She finds additional resources to extend their exploration. She gets them plastic knives and boards to cut the play fruit. Children then persevere to prize apart the Velcro that holds the fruit together, coordinating their movements well.

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Curriculum and teaching Expected standard

The childminder offers skilled support for children's communication. She engages them in back-and-forth conversation, listening to them and giving them time to express their ideas and develop their speech. She encourages them to count items and name colours. She explains new words and concepts to extend their skills still further.

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Curriculum and teaching Expected standard

The childminder links with other childminders to give children the opportunity to meet with others their own age and develop some aspects of their social skills. In her setting she quickly supports children's frustrations and helps them manage their emotions and respect others' feelings too. Generally, children do well and play alongside each other successfully in line with development expected for their age. However, the childminder does not extend children's social and cooperative play consistently. She sets up some areas in her home to support this but she has not considered the many electronic activity toys that she has, that tend to promote children's individual solo play. Children then do not consistently progress their play to play with others and develop their confidence and social skills fully.

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Inclusion Expected standard

The childminder is caring and adapts her provision to the different ages of children that attend, so that they feel included and develop a sense of belonging. She knows the children, their families and their different needs, and appreciates any barriers children may face. For example, she builds close relationships with children and their parents or carers and supports any barriers children have to their wellbeing. She considers children's changing circumstances and any areas they need additional support. She understands the importance of using any additional funding wisely and supporting any disadvantage that children or families might face, adapting her plans to provide for gaps in children's experiences. The childminder assesses children's skills and outlines what they need to learn next. She checks if there are any gaps in children's development. She focuses on what children need to learn next, liaising with parents and outlining ways to support children and generally helps

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Inclusion Expected standard

these gaps to close. The childminder knows to seek help from outside professionals. She discusses seeking their support if any gaps persist and to help children with special educational needs and/or disabilities, ensuring all children can progress their skills and reach their potential.

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Leadership and governance Expected standard

The childminder knows the value of close partnership working, such as linking with outside professionals to get children any additional support they need. She works in the best interests of children, forging useful links with parents and carers. For example, she builds a two-way flow of information with them to help them all work together and provide children with a consistent approach. Parents are very positive about their children's time at the childminder's provision. They praise her caring manner and are very grateful for the many skills their children acquire here.

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Leadership and governance Expected standard

The childminder links with other childminders and local authority advisors to gain new ideas for her provision. She undertakes mandatory training, such as paediatric first aid and has refreshed her safeguarding knowledge in line with changing legislation. However, she does not keep up with all guidance and research and develop her skills and practice further, to help her progress all aspects of children's learning consistently.

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Leadership and governance Expected standard

The childminder takes children out in the community, teaching them about the world around them. She meets up with other childminders and their minded children for activities and outings, developing children's confidence in new situations and with groups of children.

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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

Children show that they feel happy and safe in the setting. They build beneficial bonds with the childminder and start to enjoy being with other children. They show a sense of belonging and thrive on the attention the childminder gives them. Children respect the childminder and what she has to say, listening to her instructions and adapting their behaviour suitably. For example, they learn about safety practices as the childminder offers them reminders and clear explanations to help them adapt their risky play if needed or be mindful of hazards they had not considered.

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

Generally, children engage well with activities and build positive attitudes to learning and developing their skills. They enjoy exploring different coloured salt dough. Children develop their hand-eye coordination well, pushing items into the dough to form their individual creations. They talk about their ideas and confidently ask the childminder questions. Children select things themselves. They follow their interests and explore in their own way. They show their developing memory and recall skills, linking to their experiences. For example, they refer to their friends or other adults they know in their play. They use a toy phone to have a pretend conversation. Children progress their speech very well for their ages. They expand their vocabulary very effectively and enjoy the childminder's constant patient interactions and conversations with them. They learn new words then copy and use these independently.

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

Children develop healthy lifestyles with the childminder's encouragement. She takes them on walks and to play in local parks, helping develop their physical strength and skills. Children have independent access to their drinks and know to stay hydrated. At times, they start to develop their sense of responsibility, such as learning handwashing routines.

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Next steps

The childminder should encourage children's social skills and cooperative play consistently, providing more opportunities for children to play and explore resources together. The childminder should give children consistent opportunities to develop their independence and sense of responsibility. The childminder should focus more closely on developing her knowledge and keep up with changing guidance, to help develop children's skills across all aspects of their learning more quickly and consistently.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 16:45

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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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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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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

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 .

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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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