Childminder

Childminder

Unique reference number (URN): EY381272 Registered with Ofsted: 28/10/2008 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 demonstrates a secure knowledge of child development, and this impacts positively on the learning opportunities she provides. For example, she understands how children need to develop their fine motor strength and language skills in preparation for future writing. Therefore, the learning opportunities she provides prioritise this. The childminder monitors the progress children with special educational needs and/or disabilities (SEND) make and this impacts positively on how she supports them to achieve. Additionally, she has a strong focus on engagement and attention in preparation for the school environment. Local schools comment on the excellent work the childminder implements with children, helping them to be well-prepared for the school environment.

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Achievement Strong standard

Children develop excellent language skills from a young age. They confidently engage in conversations, share their own ideas and ask questions. Efficient language development gives children the confidence they need to become fully engaged in all areas of learning. Therefore, children become confident and independent learners from a young age.

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Curriculum and teaching Strong standard

The childminder implements a well-sequenced curriculum for children, that is tailored and adapted to meet the needs of the children attending, including those with special educational needs and/or disabilities (SEND). For example, she differentiates the planning of learning opportunities for different age groups and children attending, such as providing learning opportunities that support children's next steps. The childminder provides opportunities for children to develop their skills and knowledge within the areas of learning. For example, children are encouraged to be independent, build friendships and confidence, as well as develop their physical skills, such as movement and coordination.

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Curriculum and teaching Strong standard

The childminder has a secure understanding of the quality of her curriculum and teaching. She regularly reflects on children's progress, reviews the effectiveness of planned learning opportunities and makes informed decisions to strengthen practice, using assessments purposefully. The childminder prioritises children's language and communication development through ongoing interactions. Children engage in imaginative play throughout their day, making up and acting out familiar stories. The childminder uses this play to extend children's language development, modelling words, extending sentences and asking

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Expected standard

questions. For instance, she asks 'What do you think?' encouraging children to share their own ideas and initiate play.

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Expected standard

The curriculum for mathematics is skilfully weaved into children's learning, and the childminder has a clear understanding of what it is children need to learn. For example, younger children learn to count to ten and this is extended to counting objects and recognising numerals. Additionally, children develop a wide breadth of mathematical language through play as they explore quantity, shape and measure. The childminder models language such as 'bigger', 'half' and 'empty' as children experiment with measuring water and develop their understanding of new vocabulary.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops warm and trusting relationships with children from the very beginning that support children's attendance at the setting. Children look to her for support and guidance and she provides a sense of safety by providing reassurance and comfort when needed. The childminder plans opportunities for children to develop their social skills such as taking turns to serve the dinner during role play. Additionally, the childminder focuses on extending and strengthening children's engagement and attention skills. For example, she observes and monitors children's levels of engagement. If they become distracted, she swiftly refocuses their attention to continue learning. This supports children's continued progress well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements behavioural expectations within the setting. She develops consistency for children to help support positive behaviours and this has a successful impact on children's attitudes and understanding of expectations within the setting. Children generally play well together. When there is a minor disagreement, the childminder quickly addresses this, and positive behaviour is praised. That said, the childminder does not extend this to help children to manage their own feelings and develop high levels of respect for their peers. This impacts on children's interactions and understanding of others.

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Children's welfare and wellbeing Expected standard

The childminder is passionate about developing and supporting children's good mental health and well-being. The childminder promotes positive relationships from the very beginning of a child's journey through settling sessions and secure attachments. This helps children to feel welcomed and valued at the setting. The childminder teaches children about their emotions and introduces new vocabulary and context to help children understand new words, such as 'angry' and 'sad'. However, the childminder does not consistently help children to develop an understanding of how their actions impact others. Children demonstrate how they feel safe and secure in the environment, when they look to the childminder for reassurance, comfort and guidance. This supports children's emotional well- being, as they develop confidence and a sense of belonging within the setting. The childminder teaches children about healthy food through play. For example, they talk

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Children's welfare and wellbeing Expected standard

about the toy fruit and vegetables as they engage in role play. Additionally, the childminder takes time to share information, such as the nutritional guidance with parents to promote healthy choices for packed lunches. The childminder supports children to develop their physical health. Children wash their hands independently before eating.

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Inclusion Expected standard

The childminder observes children's learning closely and tracks the continued progress they make. She sets clear next steps for children to work towards and shares these with parents through discussion. This helps her to identify any emerging needs quickly. For example, she monitors children's speech and language and provides targeted support appropriately. The childminder has an understanding of local authority procedures and knows how to access further support for children when needed. For example, she is aware of how to refer children to other professionals to gain support and advice for herself and for families.

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Inclusion Expected standard

The childminder works well with other professionals to further her own knowledge and skills and understands how to support children with special educational needs and/or disabilities (SEND) effectively. Additionally, she uses the guidance gained from other professionals to support children and families within the setting. Parents report on the effective support the childminder provides and the in-depth updates they receive from the childminder, regarding children's development and next steps. Home learning opportunities are also provided to support children's continued progress.

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Inclusion Expected standard

The childminder has an understanding of how additional funding should be used to support children's learning and progress within the setting. However, the childminder does not use consistent approaches that support children's understanding of respectful behaviour and emotional regulation, contributing to a more inclusive environment for every child.

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Leadership and governance Expected standard

The childminder attends compulsory training to keep her knowledge up to date and relevant and make decisions about the setting in the best interests of the children attending. Additionally, she carries out her own research and attends some professional development opportunities to extend her own knowledge and skills. This helps to provide a high standard of care and education for children attending the setting, although can be strengthened even more through further professional development opportunities targeted to those children facing barriers to their learning.

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Leadership and governance Expected standard

The childminder provides regular feedback for parents, keeping them updated on children's progress and development. Parents comment on the wonderful and in-depth feedback they receive and the support and guidance the childminder provides regarding children's continued learning. The childminder works in partnership with other early years settings that children attend. This collaborative work supports a consistent and successful approach to children's learning.

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Leadership and governance Expected standard

The childminder recognises where improvement can be made and is reflective of her practice. She has plans to extend and develop her setting by adding an outside cabin in the near future to extend learning opportunities for and a broader curriculum 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 develop strong relationships with the childminder that help them feel safe and welcomed at the setting. Parents comment on how happy children are to attend the setting and how much they enjoy sharing their achievements between home and the setting. The collaborative working supports children's attendance and continued progress very well. Additionally, information shared between home and the setting, supports the childminder to

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Inspector:

Vikki Reynolds reduce barriers to learning for those children with special educational needs and/or disabilities (SEND).

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Inspector:

Children are encouraged to be independent and learn to carry out simple tasks themselves. Resources are stored at a low level and this helps children to make their own choices about their play and learning. Children wash their hands independently and demonstrate how they can take off their shoes and coats successfully, building strong foundations for learning and developing confidence.

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Inspector:

Children demonstrate high levels of engagement and attention throughout their learning. The childminder shares her understanding of school readiness and supports children from a young age to develop their attention and focus well to support this. For example, she monitors children's engagement and refocuses their attention if they become distracted. This means, children learn and make good progress. Additionally, children learn about a range of cultures and events from around the world. The childminder values children and families and incorporates traditions and celebrations from children's home cultures. For example, children learn and celebrate Thanksgiving at the setting, sharing their experiences from home, with peers. Additionally, the childminder introduces other events into children's learning to teach them new information about how people live and celebrate throughout the world.

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Next steps

Develop consistent strategies to support children's understanding of positive and respectful behaviours and help children to manage their own feelings.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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