Childminder

Childminder

Unique reference number (URN): 143982 Registered with Ofsted: 15/10/1984 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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates an environment that strongly promotes praise and encouragement, which helps to build children's self-esteem. She routinely tells children how proud she is of them as they show resilience and independence in completing tasks. Children have an extremely positive attitude to their experiences in the setting. They are eager to take part in activities and experiences and to share their knowledge with others. For example, they recall which colours are mixed to make orange and that blue and red are mixed to make purple.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works very effectively with parents to help quickly address any barriers to attendance that could impact on children's learning. Children quickly form strong attachments with the childminder. They enjoy being independent. However, they also understand that they can ask for help when needed. As children struggle to squeeze the yellow paint out of a tube, they ask for help and then end up laughing together as they squeeze the bottle hard, making the yellow paint finally trickle out.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly confident in the setting. They feel safe, secure and comfortable to express their needs, feelings and opinions to the childminder. For example, they discuss with the childminder what activity they would like to do and which resources they would like to use. They independently go and get aprons to protect their clothing, showing an awareness of behavioural expectations.

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Children's welfare and wellbeing Strong standard

The childminder has a comprehensive knowledge of children in her care. She is responsive to family changes and consistently prioritises children's welfare and wellbeing. The childminder consistently teaches children the importance of making healthy choices. After school, children eagerly discuss with the childminder what fruits they would like for their snack. The childminder ensures when chopping fruit, such as grapes, that safer eating guidelines are followed. Children understand the importance of following hygiene procedures, such as washing hands before snack time, after messy play or after using the toilet. The childminder guides them through this process, but children complete it confidently and independently. The childminder successfully supports children to recognise, express and manage their emotions through a range of creative methods. Children listen to stories that challenge them to think about how the characters might feel and what they would do in similar situations.

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Children's welfare and wellbeing Strong standard

The childminder regularly checks in with children, asking them how they are. She listens intently to responses, ready to acknowledge what is said and how she can support further.

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Children's welfare and wellbeing Strong standard

The childminder supports children to learn how to keep themselves safe and healthy. She talks to them about road safety as they walk home from school. Through discussions with the childminder, children recall how they had to wear a helmet when horse riding to protect their head in case of falling.

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Inclusion Strong standard

The childminder has highly effective systems in place to monitor the individual needs of all children in her care. She understands the importance of making reasonable adjustments to support children, enabling them to join in and access new opportunities. For example, the childminder has previously used visual routines with children who may find transitions difficult.

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Inclusion Strong standard

The childminder recognises that children who may be disadvantaged will face barriers to their learning and that it is important to ensure that those who are entitled to additional funding are encouraged to access this. The childminder discusses how she shares this message with parents and other professionals in her network.

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Inclusion Strong standard

The childminder has built an environment that strongly celebrates inclusivity. All children can see themselves positively represented in the setting through the wide and diverse range of resources and equipment. The childminder discusses how she ensures the cultures of all children and families are celebrated through the sharing of stories, songs, dressing up and trying cultural food. Children learn they are part of a community that respects and values each other for what makes them unique.

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Leadership and governance Strong standard

The childminder has extremely strong partnerships with parents. Parents speak very highly of the childminder. They describe the impact she has had on their children's development and how tremendously well children are prepared for school. The childminder consistently looks at how she can continue to improve her practice, knowledge and understanding. She carefully considers what training could further support the children currently in her care and works closely with other agencies involved in children's care.

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Leadership and governance Strong standard

The childminder is committed to sharing her experience with others and leads a local child carers group. She uses this as an opportunity to share updates to guidance and good practice, as well as providing opportunities for children to socialise in larger group settings. The childminder has recently looked at the statistics for childhood obesity in her local area and seen that these are higher than the national average. This has led to her looking at undertaking a course on nutrition and healthy eating. She plans to use the knowledge gained to support families of children in her care, as well as use this within her network of childminders and other child carers, to ensure all children are receiving a healthy start in their early years.

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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

The childminder provides a warm, safe and welcoming environment where children are securely settled and form strong and secure relationships with the childminder. She provides reassurance for children where needed.

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Inspector:

Natalie O'Leary Children thrive in the setting, having well-established routines that help them understand the structure of their day. They display high levels of self-esteem as they independently find the number to match the date and day of the week and display this on their registration board. They give themselves a clap for a job well done before moving on to something else.

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Inspector:

The childminder has high expectations of children and is an extremely positive role model. She speaks with children respectfully, reminding them about good manners, such as not talking with their mouths full and the importance of using 'please' and 'thank you'. Children respond positively to this approach and show kindness in their interactions with others. For example, they remember that the childminder's favourite colour is blue and get this colour paper ready for them to paint on.

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Inspector:

Children comment that they enjoy their time at the setting and that they look forward to coming at the end of the school day. The childminder carefully considers the activities and experiences she provides for children, ensuring that she is considering feedback from parents and the school to continue to embed what children are currently working on. Children eagerly engage with activities about road safety, for Road Safety Week, drawing their own large road and adding props, such as traffic lights and transport.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:00

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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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