Childminder

Childminder

Unique reference number (URN): EY381048 Registered with Ofsted: 13/10/2008 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 Strong standard

The childminder works hard to ensure she has a full understanding of every child's starting points in all areas of their learning. This allows her to ensure that all learning can be tailored to support each individual child to achieve the next steps along their learning journey.

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Achievement Strong standard

Children demonstrate secure foundations in their knowledge that the childminder then builds upon. For example, when children are digging in the garden, they tell the childminder that the plants need water to grow. The childminder builds on this with the children, teaching them what else the plants need.

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Achievement Strong standard

The childminder recognises the importance of children building the required skills to support them to become confident, independent learners. The youngest children are taught to ask for help when needed and older children are confident in their skills to support peers with their learning. The childminder is conscious of allowing children time to build their own problem-solving skills, meaning children take pride in their achievements.

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Inclusion Strong standard

All children are treated as an individual by this childminder. She is quick to identify any concerns and work with parents and other relevant professionals to ensure that all children, including those with special educational needs and/or disabilities (SEND) or facing disadvantage, are able to be fully involved and feel part of the group.

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Inclusion Strong standard

The childminder ensures that she has the most relevant and up-to-date knowledge on any barriers the children in her care may be facing. She is proactive in seeking out additional training and support, meaning children can be assisted to overcome any difficulties at the earliest possible point.

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Inclusion Strong standard

The childminder is aware of how to appropriately use any early years pupil premium funding that children may receive, to minimise the impact of any disadvantage the child may face. The use is determined by the specific child's needs to guarantee targeted support.

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Inclusion Strong standard

The childminder makes a conscious effort to ensure that any required adjustments are interweaved into the usual day to promote full inclusion without highlighting any differences.

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Expected standard

This enables children facing difficulties or disadvantage to achieve their full potential while continuing to engage wholly in all activities and peer relationships.

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Behaviour, attitudes and establishing routines Expected standard

Children generally understand behaviour expectations from a young age. They typically demonstrate respectful attitudes towards their peers and the childminder. Children can frequently be heard saying 'thank you' and 'you're welcome' to each other throughout their play. They praise their peers' achievement with the youngest children clapping the oldest and the older children telling younger ones 'well done'.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen to instructions and follow the routines in the setting. Children play happily alongside each other and are kind to their friends. For instance, they spontaneously bring their friends their shoes when it is time to go outside and play. The childminder encourages children to tidy away their toys. This helps children to learn about being responsible.

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Behaviour, attitudes and establishing routines Expected standard

The childminder gently reminds children throughout the day of behaviour expectations and rules. Key words, such as 'sharing' and 'turn-taking' are used and children in turn use these with their friends. However, despite children using these words themselves, the childminder's strategies do not always help children to understand meaning and they sometimes appear to be learned phrases.

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Behaviour, attitudes and establishing routines Expected standard

The childminder describes the importance of children regularly attending, working with families to promote this alongside punctuality.

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Children's welfare and well-being Expected standard

The childminder works with parents to ensure that children are provided with healthy and varied foods. Children talk about foods that are treats and what keeps them healthy.

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Children's welfare and well-being Expected standard

Children are encouraged to begin to understand how being outside and active promotes a healthy lifestyle. They are provided with opportunities, both inside and outside, to build their gross motor skills and engage in safe risks. Outside, they climb steps and balance along low walls. They have the opportunity to ride bikes and scooters. Inside, the children use some furniture items to create a small assault course.

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Children's welfare and well-being Expected standard

Children start their day with a 'good morning' song, where they welcome their friends and come together to start their day. Children clearly enjoy this with the youngest clapping and bopping as soon as they hear the song start. Older children make sure there is room in the circle for everyone.

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Children's welfare and well-being Expected standard

Children demonstrate a strong relationship with the childminder. They go to her for comfort as well as to share their learning and experiences. They enjoy sharing their achievements and relish the frequent praise the childminder provides at these times. This is then reflected in how they support their peers, and in turn provides them with praise.

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Curriculum and teaching Expected standard

The curriculum is designed with the children's individual needs and interests at its heart. The childminder skilfully extends children's interests to promote further development. For example, children enjoy hospital small-world play. Recognising this supports children to learn about the world around them, to develop their language and social and emotional skills. Children are provided with pictures of x-rays and helped to create a role-play hospital. This allows younger children to join in and builds upon the older children's learning. Children pretend to be ill while others 'nurse' them, both learning about feelings and empathy. Children enjoy looking at the images of broken bones, using their imaginations to create stories about how the injury occurred.

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Curriculum and teaching Expected standard

Planned activities are sequenced so younger and older children can all join in. For example, there are mathematical resources that allow the younger children to count smaller numbers while older children can match written numbers to the number of items. There is a clear love of stories and singing. Singing is heard throughout the day from all children and the childminder. Children's language is consistently extended and the youngest children repeat back these words and phrases.

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Curriculum and teaching Expected standard

Children experience a breadth of outdoor learning, including opportunities for physical development. They navigate ride-on toys as well as learning about where food comes from, growing and picking vegetables. The childminder has furthered her expertise in what she can offer children in the outdoor environment to support children's learning and well-being.

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Leadership and governance Expected standard

The childminder is committed to improving her knowledge through actively engaging with updates, workshops and training opportunities. She reflects on specific areas within her knowledge that require further improvement. This is typically linked to areas of need within her childminding cohort and the local area. For example, the childminder is aware of the high percentage of poor oral health in the local area so has, therefore, sought out learning in how to support children and families with this.

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Leadership and governance Expected standard

Parents praise the warm and caring environment that the childminder offers their children. They report that they feel involved in the care and teaching provided due to the childminder's excellent communication. This allows parents to support the children's learning at home.

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Leadership and governance Expected standard

The childminder is reflective of her provision and practice. She has an overall understanding of the areas she does well in and has plans to make further improvements. However, she would benefit from a deeper understanding of why she is making certain improvements and how these support the children's development.

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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 thrive in this warm and welcoming environment. The childminder's passion for working with children is clear as she engages with them, planning fun activities that are tailored to their interests and next steps. This means that all children feel valued in her care and settle quickly, becoming confident members of this little community.

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

The childminder plans a well-sequenced programme of learning. She has high expectations of what the children can achieve. Learning opportunities help children make good progress in all areas. The childminder builds close, professional relationships with other settings that children attend. Information regarding the children's developmental levels and what they are

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Inspector:

Michaela Hipwell learning is shared, alongside any difficulties they are experiencing. This allows the childminder to plan learning and activities that maximise the children's achievement.

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Inspector:

The childminder understands how to evaluate a child's learning to determine if additional support is needed. For example, when children struggle with managing their emotions, the childminder provides additional support and adaptations to the learning environment to enable children to have more time and space to regulate. This helps them to achieve a better understanding of how to manage their 'big feelings'. The childminder understands children's home lives, their starting points when they join and their progress over time. The childminder uses this knowledge to support children's learning and care needs to a high level. The childminder identifies gaps in children's learning swiftly and puts plans in place to support these.

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Inspector:

Children are supported to develop their independence. Routine and regular activities means that even the youngest children have an understanding of what to expect next and allows them to be involved in all aspects of the day. Building these skills prepares them for the next steps in their learning journeys.

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Next steps

The childminder should consider different ways to help children understand the key vocabulary that is used to support their behaviour. The childminder should take more time to recognise and reflect on strengths in practice and further evaluate areas for potential improvement.

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About this inspection

The inspector spoke with the childminder during the inspection. Written views were gathered and considered from parents.

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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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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 standards 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 standards 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

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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