Childminder

Childminder

Unique reference number (URN): 2803025 Registered with Ofsted: 16/10/2024 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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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She gathers vital information to swiftly put in place support such as dietary intolerances and adapts resources, such as seating arrangements and cups to build on children's independence skills. This particularly supports those children with special educational needs and/or disabilities. The childminder supports children to develop meeting their personal needs through many opportunities. For example, children wash their own hands before eating, identify and place their individual place mats and pour their own drinks. The childminder has well-structured routines put in place. The childminder provides supportive steps towards toilet training, such as encouraging children to sit on the potty after nappy changes. She shares consistent strategies and support to parents and carers. The childminder also supports children to learn to take off their shoes, modelling alongside how to achieve, when they find it difficult.

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Children's welfare and wellbeing Strong standard

Children develop long-lasting healthy habits. The childminder consistently models and talks about the importance of washing their hands before eating. She names and describes the healthy foods the children eat and the positive impact on their body. The childminder shares healthy eating policies with parents to support possible home learning. She proactively implements positive oral hygiene practices into their daily routines to support the needs of the children. Children learn about the importance of brushing their teeth.

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Children's welfare and wellbeing Strong standard

Children settle well into the childminder's care, as she adapts settling in sessions to meet children's varying needs. This also supports children to be confident before they attend. She also adapts her teaching to share the routine of the day to support children's anxiety. She consistently implements children's interests and home comforts to support during nap times.

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Inclusion Strong standard

The childminder knows her children well and accurately assesses their needs to put in place support, if needed. She also proactively gathers information and shares concerns with parents and carers to help identify appropriate next steps in learning. She actively works with outside agencies, for example, she swiftly puts in place resources and adaptations needed to support children's individual needs. This particularly supports those children with special educational needs and/or disabilities (SEND). The childminder quickly adapts her environment to meet the needs of children such as implementing lower resources, specific seating for mealtimes and planning activities to build their independence skills. She consistently assesses children's learning to swiftly adapt teaching to support children with SEND to make excellent progress from their starting points. The childminder is also very reflective on her teaching and provision. She actively gains advice from other agencies. The

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Inclusion Strong standard

childminder is currently adapting her outdoor provision further to support children with SEND to enhance for all weathers. She also knows how to gain and use funding for those eligible.

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Inclusion Strong standard

The childminder adapts her routines to reduce barriers to children's wellbeing. She adapts drop off times and talks through the morning routine to help reduce children's anxiety. She also offers flexible settling in sessions, where she has previously increased children's stay slowly over a period of time to build their confidence and comfortability in her home.

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Achievement Expected standard

Children develop their communication and language skills well. They develop a love of reading, through listening to new and familiar stories. Children enjoy looking at books in the provision, swopping with their friends to talk about the pictures to each other. Additionally, they attend their local library where they enjoy looking at a variety of books. Children enjoy role playing using familiar objects from a story to develop their imaginative skills. They are also eager to join with actions and words, when listening to familiar songs.

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Achievement Expected standard

Children develop their larger muscles well, particularly children with special educational needs and/or disabilities (SEND). Children regularly access to the outdoors, where they climb, balance and move in different ways. Children with SEND have access to adapted resources or are supported to help them develop their physical skills well.

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Achievement Expected standard

Children make positive progress in all areas of learning. However, from time to time, children do not consistently have opportunities to embed or develop their mathematical skills to make even better progress.

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Behaviour, attitudes and establishing routines Expected standard

Children know and follow the rules set out by the childminder. The childminder supports children to manage their behaviour as she explains the impact of their actions on themselves or others. She plans opportunities for children to work as a team, such as cleaning the table after lunch and tidying toys to where they belong. The childminder uses explicit praise to support children's understanding on how to succeed and achieve. The childminder has established effective routines, where the older children take more responsibility and support younger children to follow.

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Behaviour, attitudes and establishing routines Expected standard

The childminder regularly encourages younger children to share and wait their turn using different strategies when finding difficult. She also supports older children to problem solve during conflicts. For example, when children talk about a character in a story feeling shy but wanting to play with their friends, they discuss how the character could ask the other friends to play. This supports positive social skills. Children develop positive bonds with their peers and the childminder. The childminder is a positive role model, demonstrating kindness and positive manners, where children copy. However, on occasion the childminder does not consistently support all children to sustain attention to promote a consistently positive attitude to learning, specifically during story times.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive attendance and punctuality to support transitions to support. She also follows up promptly any unexplained absences to ensure children are safe.

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Curriculum and teaching Expected standard

The childminder has established an inclusive, ambitious curriculum with children at the heart. She prioritises developing children's independence to prepare them for future education. For instance, children take part in daily teeth brushing and set the table for mealtimes. The childminder plans activities for children to learn to tip and pour within the provision to build children's smaller muscles to help them self-serve during eating times. She also focuses on building on children's communication and language skills. For example, when children show an interest in mushrooms, they explore different types in a book. This also broadens children's vocabulary. The childminder narrates children's actions, uses age- and-stage appropriate questions and pauses to give children time to think and respond. However, although the childminder uses every opportunity to develop children's language skills such as through routines, interactions and play, she is yet to embed this high-quality

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Curriculum and teaching Expected standard

teaching to consistently support children's mathematical knowledge and understanding further.

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Curriculum and teaching Expected standard

The childminder adapts her interactions to support children's development, such as repeating mispronounced words and shorter sentences for younger children. She also makes adaptations to her provision implementing resources at child-height, which particularly supports those children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder is reflective of her practice to ensure she continually improves the care and education she has to offer. She puts in place a continuous cycle of professional development based on the needs of the children. For example, she attended training on inclusion funding to support her knowledge and understanding on how to apply and use it. She also attended training to support children with special educational needs and/or disabilities (SEND) to support their communication and language development. The childminder gains advice from outside agencies to implement adaptations, which particularly supports children with SEND. The childminder identifies her areas of improvement, where recently she attended training to improve the outcomes for children in mathematics. She is in the process of embedding high-quality interactions to deepen children's mathematical knowledge and understanding.

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Leadership and governance Expected standard

The childminder shares daily information, activities and next steps in learning with parents and carers to support possible home learning. She also knows to share any concerns or report on children's learning to schools. This supports continuity in care and education. The childminder and children have an active presence in the community, where they learn about the world around them such as visits to the farm and outdoor learning in the forest. The childminder also ensures children learn about safety within the community, by risk assessing environments regularly and putting in place consistent rules.

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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 form close bonds with the childminder, where they feel safe and enthusiastically engage in back and forth conversations. They enjoy learning about the world around them, such as discovering different foods people eat in different countries and learn about the changes of the seasons through exploring natural objects. Children learn about their similarities and differences when looking at pictures from Africa, such as the weather and clothing people wear. They further develop their knowledge of the world, through carefully

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Inspector:

Amy Johnson (EM) planned books by the childminder. Children enjoy naming different animals that live in hotter climates.

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Inspector:

Children make positive progress from their starting points, as the childminder builds on their knowledge, skills and understanding. For example, children develop their smaller muscles to prepare for future independence skills. They pinch, flatten and mould dough into a ball. Children happily play alongside one another, where older children share without adult support. They ask for a toy of interest from others or wait patiently until their peer has finished, supported by the childminder. Children develop their social skills well.

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Inspector:

Those children with special educational needs and/or disabilities are well supported by the childminder rigorously assessing their needs alongside parents, carers and outside agencies to proactively adapt teaching and resources to meet their needs. Children's varying needs are consistently supported by the childminder, such as working with the local dentist and putting in place daily teeth brushing sessions. Children access resources when they experience an arrival of a new sibling. They access books and baby dolls to promote positive discussions and support during times of change.

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Inspector:

The childminder promotes positive attendance with parents and shares to importance of routine for future education. She follows up any unexplained absences and monitors attendance to ensure children are safe.

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Next steps

The childminder should continue to develop the teaching of mathematics, so children progressively develop secure knowledge and understanding. The childminder should support children to sustain attention to develop positive attitudes to learning, particularly during story times.

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About this inspection

The inspector spoke with the childminder, parents 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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About this setting

Operating hours: Monday,Tuesday,Thursday : 09:00 - 17:00

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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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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

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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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