Childminder

Childminder

Unique reference number (URN): 315134 Registered with Ofsted: 06/11/1995 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

All children make progress from their starting points. They enjoy activities the childminder has prepared and demonstrate communication skills, early literacy, and numeracy skills. For example, children's mathematical development has improved since participating in pumpkin counting games while out on walks.

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Achievement Expected standard

Babies are developing age and stage appropriate knowledge and skills in the prime areas of learning. All children are achieving in their physical development, for example the childminder provides opportunities for babies to pull themselves up onto low level furniture. This helps to build their independence and self-help skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of routines so that children know what to expect now and next. She shares a book of pictures made individually for each child of their families and talks about parents returning to collect children later. These positive interactions encourage conversation and gives babies comfort and a sense of belonging. The childminder recognises the importance of supporting children's personal, social and emotional development skills. This includes a focus on helping children to understand and regulate their emotions. For example, babies respond positively to being asked to have their nappy changed and bring along a favourite toy.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour and attitudes are good. Children are engaged and supported in their play. Younger children babble as they play. The childminder understands their emerging language and repeats back key words so that they feel valued and can hear the correct pronunciation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is proactive in identifying and addressing any barriers to attendance and newly created documentation supports open communication with parents. The collaborative and flexible working with families meets all children's individual needs well. Older children say, 'the childminder listens to me and I feel really happy'. The childminder's focus on building emotional security for children is a strength of her practice.

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Children's welfare and wellbeing Expected standard

The childminder has created a warm and welcoming environment for children of all ages, including those that face barriers to learning. Children form strong attachments and confidently seek comfort and reassurance. They sit with the childminder to share a story or enjoy a cuddle. This enables them to settle quickly and promotes their emotional well-being.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children enjoy healthy meals and snacks. She sits with children at the table to promote their safety. Children develop independence as they learn to chop fruit safely. Mealtimes are sociable occasions where children feel important.

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Children's welfare and wellbeing Expected standard

Children have valuable opportunities to develop their social skills through a variety of activities, including regular visits to local playgroups. These experiences help them build confidence and form friendships with their peers. These interactions support their personal and social development.

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Children's welfare and wellbeing Expected standard

Children's personal needs are met effectively. The childminder has a positive and sensitive approach to nurturing children. For example, she quickly recognises when children are tired. The childminder makes sure that she provides children with a calm, quiet and relaxing environment. Children are very familiar with the sleep routine and fall asleep quickly. The childminder implements good safe-sleeping practice as she closely monitors sleeping children to promote their safety.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of where each child is in their learning and what they need to learn next. She offers a good balance of focused activities and free play. The childminder plans activities that build on children's interests. She takes children out to various playgroups and outdoor spaces as part of her broad curriculum. These trips engage the children in what they are learning and build their confidence at being out in the community. Children are taught counting and new words when they go out on walks.

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Curriculum and teaching Expected standard

The curriculum focuses on supporting children to be ready for school. The childminder monitors children's progress and identifies any barriers to learning for each child and shares information and ideas with parents. The childminder skilfully engages babies in conversation throughout the day, reads stories expressively and sings songs that build children's vocabulary and confidence in speaking. However, the childminder does not always plan and implement activities to capture the attention of younger children. Occasionally, this reduces opportunities for children to make even better progress in their learning and development.

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Inclusion Expected standard

The childminder uses well-structured settling-in sessions to gather detailed information from parents. She uses this information, and ongoing assessment, effectively to plan a well- thought-out curriculum. The childminder adapts the curriculum for individual children and focuses on children with any barriers to learning through carefully thought out activities. The childminder works closely with other professionals to offer support for children with any early identified communication and language needs. This proactive approach supports all children to make progress in their learning. The childminder is part of a community playgroup that meets regularly to share good practice and ideas with families. This helps to support families and children to access the targeted support they need. The childminder works closely with parents to manage any delays in learning and this has a positive impact on children's progress. Parents value the ongoing communication and the practical ideas

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Inclusion Expected standard

provided to support learning at home. This helps ensure consistency and continuity for their children in her care.

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Leadership and governance Expected standard

The childminder develops effective links with other professionals, carers and settings that children attend. She shares children's progress information and considers her curriculum around similar themes children are learning, such as recognising numerals. This collaborative approach ensures children have a smooth transition for their eventual move on to school. Parents comment positively on how effectively the childminder works in partnership with them to address areas where children may need extra support. This individualised approach has a significant impact, particularly in strengthening children's physical, social, emotional and independence skills.

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Leadership and governance Expected standard

The childminder reflects on her practice. For example, she keeps up to date with statutory early years framework changes in areas, such as, safe and healthy eating and teaching dental hygiene. The childminder discusses the quality of her provision with parents and other childminders. She attends mandatory training, such as safeguarding and first aid. This keeps her knowledge of how to keep children safe up to date. However, she does not prioritise her professional development to enhance her teaching practice. This reduces opportunities to further enhance children's learning and 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 are happy and well cared for in this homely and safe setting. The childminder is welcoming and well organised. She is dedicated and enjoys the company of the children. The childminder is affectionate and sits among children as they start the day. When young children need reassurance, the childminder provides comforting cuddles. She offers a wealth of praise and encouragement to promote children's achievements. The childminder provides a nurturing and supportive environment, where children feel safe and secure.

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

Children develop close relationships with the childminder. She is attentive and listens to children. As a result, children settle well and make good progress from their starting points in development. The childminder adapts her curriculum to support individual children and is responsive to their needs. She plans opportunities for children to be physically active. Children enjoy the natural world and learn about animals. They make daily visits to local parks and woodland. The childminder uses these experiences to teach children about the world around them. Furthermore, she supports healthy lifestyles through offering children nutritious food choices. The childminder supports children effectively to think for themselves. This fosters confidence, perseverance and a positive approach to learning.

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

The childminder has a good relationship with the local school so that children's transitions are smooth. Children make daily visits to school when the childminder drops off other children. They enjoy time in the playground and are familiar with the school and staff. The childminder collaborates with parents to support children to achieve, such as when they learn to use the toilet. Parents speak highly of the childminder. They say that she is knowledgeable, helpful and friendly. Parents comment that the childminder recognises children's individual needs. They appreciate that children spend time outside and have daily walks.

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About this setting

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

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Next steps

The childminder should consider ways to adapt planning to help extend children's knowledge and understanding beyond what they already know and can do, so they make the best possible progress in their learning. The childminder should undertake further training and professional development to enhance her knowledge and skills and further improve outcomes for children.

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About this inspection

The inspector spoke with the childminder 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 inspection

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

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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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