Childminder

Childminder

Unique reference number (URN): 2563312 Registered with Ofsted: 16/12/2019 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 secure progress across the areas of learning as they build their knowledge through a range of experiences. They develop their communication and language skills as they listen to stories, follow instructions and increasingly use words to express their thoughts and ideas. Children develop their thinking skills as they solve simple problems during play. For example, they work together to find ways to add a bridge to their train track. Children's physical development is supported through opportunities to pour, transport and use small tools, such as safety knives and rolling pins, developing their coordination and control.

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Achievement Expected standard

Children who need additional support receive sensitive guidance to help them participate and make progress from their individual starting points. This helps all children develop the knowledge, skills and confidence needed for their next stage of learning and eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

Children understand and follow familiar routines and expectations. They show respect for others and their environment, helping to tidy resources and using good manners during daily interactions. The childminder models positive behaviour and uses praise to recognise and celebrate children's efforts. This helps children develop confidence, resilience and positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy attending the childminder's setting and readily participate in the experiences and activities on offer. They develop positive relationships with the childminder and their friends. Visits to the local park and playgroups provide opportunities for children to socialise with others and develop confidence within larger groups.

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Behaviour, attitudes and establishing routines Expected standard

The childminder responds sensitively when children become frustrated or need reassurance. She recognises early signs that children may need support and calmly redirects their attention. Children feel safe and secure, and seek support when needed. The childminder adapts her approach for children who face barriers to learning, helping them understand and meet behavioural expectations. Attendance is promoted with parents and monitored to support children's wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder understands the individual needs of children and responds sensitively to their emotional and physical needs. Children have secure relationships with the childminder and confidently seek reassurance when they need it. The childminder promotes children's independence by encouraging them to wash their own hands, prepare their own snacks and clear away their plates once finished. This helps children to develop confidence and self- belief.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's physical health through daily opportunities for outdoor play, including visits to the local park and soft-play centre. She supports healthy eating and safer eating practices during mealtimes and snack times. Children are supervised appropriately while eating and are encouraged to develop safe eating habits. For example, children are reminded to stay seated while eating. Effective hygiene routines, including regular handwashing, help children to understand how to keep themselves healthy.

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Children's welfare and wellbeing Expected standard

The childminder adapts her care to meet children's individual needs, including those of children who face barriers to their learning. She recognises when children need reassurance and responds sensitively to their individual needs. Children benefit from care that helps them feel safe, secure and valued.

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Curriculum and teaching Expected standard

The childminder typically plans a broad curriculum that reflects children's interests, developmental stages and individual needs. She uses observations and her knowledge of child development to understand what children already know and can do. Children's interests inform teaching. For instance, when children show an interest in patterns, the childminder encourages them to press leaves into play dough. She extends learning by encouraging children to look closely at the patterns in the dough and talk about what they notice. However, the childminder is not yet consistently clear about the purpose and intentions of all activities. This means that some activities do not have the intended impact on children's learning and development.

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Curriculum and teaching Expected standard

Children develop their mathematical understanding through enjoyable, age-appropriate experiences. For example, children are encouraged to count during activities and explore length and size as they build a train track together. Children have regular opportunities to develop their physical skills. They enjoy visits to the local park and soft-play centre, where they develop their physical skills as they climb, balance, run and negotiate different spaces. The childminder typically introduces new vocabulary during play and everyday experiences, and children enjoy daily song and story time, helping them to develop their communication and language skills.

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Curriculum and teaching Expected standard

The childminder makes appropriate adaptations to help children participate fully in learning. For example, children who need space and time to manage their emotions have a quiet space within the room where they can do this. This helps children overcome barriers and engage in the experiences on offer. All children make progress from their starting points and are well prepared for their next stage of learning.

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Inclusion Expected standard

The childminder ensures that every child in her care is included and supported to achieve their full potential. She builds positive relationships with children and their families from the moment they start. The childminder uses ongoing observations, discussions and information from parents to understand each child's individual needs and circumstances. She adapts her approach when children's needs change, and works with families to identify and reduce barriers to learning and wellbeing.

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Inclusion Expected standard

The childminder typically understands how disadvantage can affect children's experiences and works closely with families to provide appropriate support. She recognises the importance of working with parents and other professionals to identify and respond to children's needs. Additional funding is used to support all children's needs. For example, the childminder takes children on outings to places they may not have been before. However, the childminder is unclear about which children are in receipt of some additional funding. This means that funding is not consistently targeted effectively to meet the needs of individual children.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of her responsibility towards children with special educational needs and/or disabilities. This includes making reasonable adjustments and working together with relevant professionals. Where children may require additional support, the childminder understands how to make appropriate referrals and work alongside families throughout the process. The childminder understands how she would support children known or previously known to social care and those experiencing other barriers to their learning or wellbeing. She is confident in sharing relevant information with other professionals, and implements recommended strategies. This ensures that children's individual needs are understood and that appropriate support can be provided promptly.

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Leadership and governance Expected standard

The childminder has a clear vision for the care and learning she provides. She reflects regularly on her practice and recognises where changes are needed to improve children's experiences. The childminder knows children and their families well, and uses this understanding when making decisions about their care, learning and development. She is committed to continuing to improve her practice and outcomes for children.

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Leadership and governance Expected standard

The childminder keeps her skills and knowledge up to date through relevant training and sharing of good practice with other local childminders. Recent training in mathematical development has supported the childminder to improve her interactions further. The childminder makes good use of the local community to broaden children's experiences. She knows when and how to seek advice from other professionals when children and families need additional support. This helps the childminder make informed decisions and provide appropriate support for children's individual needs.

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Leadership and governance Expected standard

The childminder has positive and trusting relationships with parents. She keeps parents informed about their children's experience and development, and welcomes information about children's needs and interests. Parents speak positively about the care provided and value the regular communication they receive. They describe the childminder as 'part of the family' and report that their children are happy and love to come each day. The childminder listens to parents' views and uses these relationships to support continuity between children's experiences at home and their experiences in her care.

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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, settled and well cared for at this warm and inclusive setting. They develop warm and trusting relationships with the childminder, who knows them well. The childminder responds sensitively to children's individual needs, interests and routines. Children feel safe and secure and confidently seek reassurance when needed. Families are welcomed and valued, and their contributions are used to support children's care and learning.

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Inspector:

Jenny Cowton Children enjoy exploring a range of experiences that build on what they already know and can do. The childminder follows children's interests to provide engaging opportunities, encouraging them to explore and try things for themselves. For example, children enjoy independently cutting their apples at snack time. Younger children are supported to hold the apple securely while using a knife to cut it. This helps children develop their hand strength and control. Children develop their physical skills and enjoy regular walks in the local community, to the park and to soft-play centres, developing their understanding of the world around them.

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Inspector:

Children's communication and language develop well. The childminder introduces new vocabulary during play and gives children time to listen, respond and express themselves. For example, as children use their imaginations in play, the childminder introduces new words, such as 'volcano' and 'veins', to extend children's language and ideas. Children enjoy sharing books, songs and stories and are encouraged to take part in conversations.

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Inspector:

Children behave well and develop positive relationships with others. They learn to share, take turns and consider how their actions affect others. The childminder is a positive role model who uses regular praise to support children's self-esteem and confidence. Regular attendance helps children develop secure routines and relationships. Children are valued as individuals and given time and encouragement to learn, helping them to flourish.

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Next steps

The childminder should strengthen the use of funding to ensure it is targeted effectively to meet the individual needs of disadvantaged children and support their learning and development. The childminder should ensure activities have clear learning intentions that build on what children already know and can do.

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About this inspection

The inspector spoke with the childminder and children during the inspection. She also looked at parents' written comments, provided for the purpose of 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 : 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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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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