Childminder

Childminder

Unique reference number (URN): 2737128 Registered with Ofsted: 13/07/2023 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 make consistent progress from their individual starting points and are developing knowledge, skills and confidence across all areas of learning. They develop their physical skills, including running, climbing, jumping, using playground equipment and managing a range of physical activities. The childminder supports all children to engage, promoting inclusivity and a sense of achievement. Children become increasingly independent in their personal care, for example dressing themselves, putting on their shoes and coat, and responding to prompts to wash their hands. They engage enthusiastically in learning activities and demonstrate positive attitudes, concentration and pride in their achievements. Children are developing knowledge and skills appropriate to their age and stage and are making continuous progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear and age-appropriate expectations for children's behaviour and routines. She applies these consistently and sensitively according to children's individual needs. The childminder is a positive role model and supports children to develop kindness, respect and safe behaviour. For example, when admiring cats roaming in the local playground, the childminder explains to children why they should not touch unfamiliar animals. She allows the children to enjoy observing the cats at a safe distance, and they talk about what they see. Children respond positively to the childminder's guidance and demonstrate increasingly positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children engage enthusiastically in activities and can sustain their attention and focus with the childminder's support. The childminder takes pride in children's achievements. She understands that children's behaviour and engagement can be affected by factors such as hunger and tiredness and responds appropriately to children's individual needs. The childminder has established consistent routines for handwashing, toileting, dressing, tidying and participation in activities. Children play cooperatively and confidently seek the childminder's support and reassurance. The childminder takes time to establish an affectionate bond with the children in her care. Children's increasing independence demonstrates the positive impact of the routines and expectations established by the childminder. The childminder ensures attendance and communication arrangements are clearly understood by parents, with daily attendance and absence records maintained

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Children's welfare and wellbeing Expected standard

The childminder places a strong emphasis on children's welfare, wellbeing and physical and emotional security. She has established clear routines for hygiene, including handwashing, keeping faces clean and supporting children to develop independence in caring for their bodies. Children are encouraged to manage personal tasks for themselves, including dressing, putting away their belongings and responding to hygiene routines. The childminder provides regular opportunities for outdoor learning and physical activity, including walks, visits to different playgrounds, running, climbing, jumping and exploring the local environment. She promotes healthy choices and has reflected on the importance of her professional role in supporting parents' understanding of healthy eating.

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Children's welfare and wellbeing Expected standard

At the setting, children receive balanced meals and snacks with fresh vegetables and fruit. The childminder works sensitively with parents to encourage healthier choices at home. Sleep arrangements are appropriate to children's age, and the childminder can confidently explain safe sleeping and demonstrates how she organises her setting with this in mind. The childminder responds calmly and sensitively to children's emotional needs and age- appropriate behaviour. Children have strong bonds with the childminder. Their confidence in approaching her and their willingness to seek reassurance demonstrate that they typically feel safe, secure and valued. These arrangements support children's physical health, emotional wellbeing and developing independence.

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Curriculum and teaching Expected standard

The childminder provides a purposeful and ambitious curriculum that reflects children's individual starting points, interests and developmental needs. She has a clear understanding of what she wants children to learn and uses everyday experiences and planned activities to develop their knowledge and skills across all areas of learning. The childminder provides opportunities to develop early mathematical understanding through colour recognition, sorting and practical play. Children have frequent opportunities to be physically active, explore the environment and develop independence. Children enjoy opportunities for creative and messy play, for example when they collect leaves in the park to use in their artwork.

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Curriculum and teaching Expected standard

The childminder follows children's interests while maintaining a clear learning intention. She promotes positive relationships and helps children understand safe and respectful behaviour, including appropriate behaviour around animals. She recognises gaps in children's speech and language development and takes appropriate steps to monitor these and provide support. However, at times the childminder does not leave enough time for children to consider their response to her questions or make the most of opportunities to introduce new vocabulary into the conversation. The childminder works with parents to reduce barriers to learning at home by encouraging shared play and reducing reliance on passive screen-based activities. Her practice supports equality of opportunity by ensuring children's individual needs do not prevent them accessing a broad range of experiences. The curriculum is appropriately ambitious for children's ages and stages. This supports

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Curriculum and teaching Expected standard

children's preparation for the next stage in their learning.

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Inclusion Expected standard

The childminder identifies and responds to children's individual needs and barriers to learning. She has a detailed knowledge of each child's strengths, interests and developmental needs, including any emerging special educational needs and/or disabilities. If the childminder has any concerns about a child's development, she monitors progress and communicates effectively with parents. The childminder has a positive awareness of local agencies and professionals that can support children and parents, such as health visitors. The childminder uses the health and development review when children are aged between 2 and 3 years and transition reports to support continuity of care when children move to a new setting or on to school.

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Inclusion Expected standard

The childminder works sensitively with parents to reduce barriers to learning, including providing practical advice about play, interaction, diet and routines. The childminder has high expectations for children and does not allow their difficulties to limit their experiences. She provides rich opportunities for physical activity, communication, independence, messy play and exploration. The childminder adapts her curriculum and support according to children's individual needs, for example providing closer supervision on more challenging playground equipment while allowing greater independence where appropriate. The childminder ensures she can access appropriate training when required to support her in her role. The childminder's approach is inclusive and focused on enabling all children to participate, communicate and make progress from their individual starting points.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership of her childminding provision and has a secure understanding of the context in which she works. She knows the children in her care well and understands their strengths and areas for development. She takes timely action to maintain and improve the quality of children's care and education. The childminder reflects on her practice, particularly her role in providing professional guidance to parents, and increased her confidence as a professional early years educator. She maintains appropriate records, including attendance, accidents and incidents, children's information and developmental observations, and ensures that important information is stored securely.

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Leadership and governance Expected standard

The childminder maintains current safeguarding, paediatric first-aid and other relevant training and monitors renewal dates proactively. She has appropriate arrangements for Disclosure and Barring Service (DBS) checks, registration, insurance and safeguarding. The childminder works closely and respectfully with parents and communicates clearly about children's learning, development, health and wellbeing. She recognises barriers in the home environment and provides practical support for parents when required. The childminder prepares information for children's new settings when they move to promote continuity of care. The childminder plans experiences that are purposeful and responds positively to professional challenge and feedback. Her reflective approach, secure knowledge of the early years foundation stage and commitment to ongoing improvement demonstrate her commitment to creating a warm and nurturing setting where children can thrive.

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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 warm and nurturing environment. They develop close, trusting relationships with the childminder and confidently approach her for help, reassurance and affection. Children know that their attempts to communicate will be listened to and valued. This helps them to develop a strong sense of belonging and increasing confidence and independence.

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

Children enjoy a varied day that reflects their interests and developmental needs. They enthusiastically take part in activities such as painting, messy play, ball games and exploring

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Inspector:

Trina Lynskey the local community. Children benefit from frequent opportunities to be physically active. For example, they walk to local playgrounds where they climb, run, jump and use play equipment. Children learn how to keep themselves safe while exploring, such as understanding why they should look at, rather than touch, unfamiliar animals.

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Inspector:

Children develop positive attitudes towards learning. They smile, readily join activities and show pride when the childminder recognises their achievements. Generally, children who need additional support with communication benefit from repeated language, meaningful conversations and activities designed around their interests. However, the childminder does not consistently introduce new language or leave enough time for children to respond. Children's progress is carefully monitored, and information is shared with parents and other settings to promote continuity in their learning. Children develop useful skills for their future. They learn to dress themselves, put on their coats and shoes, hang up their belongings and follow established routines, such as washing their hands. Children receive sensitive support with toileting and other personal-care needs. They learn about healthy lifestyles through

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Inspector:

nutritious meals and snacks, including fruit and vegetables, and regular physical activity.

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Inspector:

Children benefit from the childminder's secure understanding of their individual personalities, circumstances and starting points. Children experiencing barriers to learning receive sensitive and appropriate support. As a result, children are supported to achieve, belong and thrive, developing the confidence, knowledge and independence they need for the next stage of their learning journey.

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Next steps

The childminder should consider how to further extend children's early speech and language development by introducing additional vocabulary and description as they play. The childminder should give children time to consider their response to questions to give them meaningful opportunities to use the words they are learning.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 07:00 - 20:00

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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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