Childminder

Childminder

Unique reference number (URN): 2784975 Registered with Ofsted: 05/10/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children's independent skills are promoted throughout the day with many opportunities to practice and embed. For example, the children serve their own meals using a spoon or tongs to take their food from a large bowl. This helps children develop life skills. Attendance is monitored effectively. The childminder ensures that consistent attendance is promoted and this helps prepare children for the next stage in learning, such as attending school.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly confident and express their likes and interests, impacting positively on their self esteem. For example, children select their favourite stories at reading time. Children understand the high expectations of behaviour and these are role modelled by the childminder at all times. For example, verbal praise is given to children to reinforce kind and respectful behaviours.

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Behaviour, attitudes and establishing routines Strong standard

Children have a range of opportunities to play with others and develop important social skills, such as sharing, taking turns and helping their peers. This helps children begin to understand their emotions and feelings. The consistent use of a visual timeline supports children to understand what is happening next in their day. This promotes the development of their emotional wellbeing and contributes to sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder ensures consistent hygiene practices are embedded in the daily routine. Children experience consistently healthy food options and calm mealtimes and supports the development of relationships with peers. For example, children take turns to self serve their own food. Healthy attitudes towards sleep have a positive impact on the children's wellbeing. For example, the children independently select their sleep mats and prepare these for nap time.

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Children's welfare and wellbeing Strong standard

Nurturing and secure relationships between children and the childminder are well established and support children to grow in confidence. The childminder values and responds to children's developing emotional needs. For example, she gives children hugs and emotional reassurance when they are tired. The childminder encourages children to recognise and express their needs and manage their emotions. For example, using emotion cards at morning carpet time to help them to recognise their feelings.

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Children's welfare and wellbeing Strong standard

The childminder values children and gives regular praise to reinforcing positive behaviours and their self-esteem. For example, she claps and smiles at babies when they follow instructions, such as 'put the toy in the bag.' Children are valued for their individuality. The childminder supports babies' personal routines for weaning and sleeping, working alongside parents and/or carers to support consistency between home and the setting. Children's allergies and dietary requirements are managed consistently well ensuring children are safe and well.

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Achievement Expected standard

Children experience a consistent, warm and loving learning environment with embedded daily routines. Children play alongside their peers well and collaborate in learning. For example, children take turns in the mud kitchen and share the resources. Visual supports using a routine board encourages children to understand transitions in their day and what to expect next with regular verbal countdowns. For example, children go through the visual timeline each morning at carpet time and talk about what to expect that day.

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Achievement Expected standard

Children make good progress through the curriculum and have a positive attitude to learning. For example, children take turns selecting songs from the bag and join in enthusiastically repeating words and actions. The children engage in all of the activities with enthusiasm.

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Curriculum and teaching Expected standard

Children generally achieve well in the setting. Children who are less confident receive opportunities to practise their communication and language skills through small-group tasks. For example, they select items from a singing bag or choose a book at story time. The childminder plans and reviews next steps in children's learning and shares these with parents and carers regularly. Children approach learning positively and grow in confidence throughout their time at the setting. This has a positive impact on their personal and social development. The childminder generally interacts with children well, however at times, she does not always identify when she can develop children's knowledge further. For example, when she asks children questions she does not always allow them enough time to respond.

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Curriculum and teaching Expected standard

Babies benefit from opportunities to develop their physical development skills. For example, they enjoy opportunities to roll and crawl and pull themselves up with increasing confidence. This has a positive impact on their ability to engage in activities. The childminder facilitates learning opportunities outside each day, supporting children to access learning with a varied approach. Children are typically well prepared for the next stage of their learning. The childminder communicates with other settings, such as when children attend multiple settings. This helps children to practise previous learning in new environments.

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Inclusion Expected standard

The childminder has an awareness of potential barriers to children's learning. She works in collaboration with parents and carers and other agencies to share information, with a joined- up approach to children's ongoing learning and development. For example, the childminder monitors children's social behaviours and shares the effectiveness of strategies. The childminder monitors the effectiveness of her approach and reviews this alongside parents regularly.

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Inclusion Expected standard

The childminder has an understanding of how to adapt practice to support children who may have barriers to learning, including disadvantaged children and children with special educational needs and/or disabilities. For example, she provides flexibility around sessions to meet the needs of families. This impacts positively on children's attendance promoting the importance of regular attendance.

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Inclusion Expected standard

The childminder has created an inclusive environment where all children are valued. Children with special educational needs and/or disabilities are valued and supported to make progress in their learning with appropriately planned activities. The learning environment is calm and purposeful. This supports all children to approach their learning enthusiastically. Children benefit from the opportunity to develop their confidence and self- esteem in a supportive environment. For example, the children repeat activities which they enjoy to embed previous learning.

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Leadership and governance Expected standard

The childminder has a general understanding of her own strengths and has an action plan to develop her skills and the curriculum further. For example, she plans to develop the outside learning space to create further learning opportunities. The childminder maintains standards of education and care through regular review of policies and procedures. Resources are maintained and managed well ensuring that they are suitable and safe for children to use. The childminder is professional in her approach to continuously reviewing and adapting to the needs of children who attend.

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Leadership and governance Expected standard

Where children attend multiple settings the childminder has regular communication, sharing key information and updates about children in a timely manner. This promotes children's education and care to be consistent and she shares concerns, where relevant. Settling-in periods for children are managed thoughtfully, enabling children and families to form positive bonds with the childminder. For example, parents feel that their children's care needs are met well. The childminder has a positive relationship with the local school to promote transitions for 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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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 in the setting experience a warm welcome. They receive support to grow in confidence in a nurturing environment. Children show that they feel safe and happy. For example, they smile and laugh often throughout the day. Children develop close relationships with each other. For example, the children share and take turns consistently. Children thrive in the calm and loving environment created through embedded routines and high standards of behaviour. For example, the children follow the morning routine well and the visual timetable supports them to know what is happening next.

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

Children are engaged, keen to learn and have opportunities to play curiously and creatively. For example, they play in the mud kitchen with pasta, containers and utensils. The childminder encourages children's language development through daily singing and reading opportunities. This supports children's listening and attention skills. Children develop their independence consistently. For example, they remove their own shoes when they come inside from outdoor play. The childminder gives children praise often, promoting respectful relationships. Children are well behaved and have a confident approach to new experiences.

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

Daily routines are embedded well. This supports children to feel confident in their environment. Hygiene practices are consistent and promote the children to be healthy. For example, children wash their hands after nappy changing times. Children learn to be aware of how to keep themselves healthy through positive behaviours around sleep, healthy eating and handwashing. The childminder values opportunities for the children to access fresh air daily. Children access outdoor play each day in the garden space or with trips to the local park. Children who have special educational needs and/or disabilities are supported to

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:30,Friday : 08:00 - 13:00

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Facts and figures used on inspection

access leaning alongside their peers and the childminder has a good understanding of how to adapt learning to suit all children's varying needs, and stage of development.

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Next steps

The childminder should strengthen how she interacts with children, particularly when asking children questions so that they have enough time to process their response and develop their knowledge further.

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About this inspection

The inspector spoke with childminder and parents and carers 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. 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. 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

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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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