Childminder

Childminder

Unique reference number (URN): EY549268 Registered with Ofsted: 22/09/2017 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 holds high expectations for children's behaviour. Children are confident and resilient learners. They play cooperatively, learning to share and take turns. The childminder promotes children's independence. She encourages children to tidy away resources after play and work together as a team. For example, children cooperate to put the blocks and planks away during tidy-up time, giving each other instructions as they work together. Children consistently display polite, considerate and respectful behaviour. The childminder reinforces this through gentle reminders about manners when necessary to encourage the children to say pleas' and thank you to each other.

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Behaviour, attitudes and establishing routines Strong standard

Children respond positively and learn the importance of kindness. For example, when they stroke the childminder's cat, the children tell the childminder, 'I'm being kind and gentle.' This positive reinforcement helps children understand what is expected of them and boosts children's self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear routines throughout the day that support children's learning and development. She tailors these routines to suit the youngest children, helping them to develop their independence. For example, children are given time to practise putting on their waterproof coats and boots for outdoor play, and they learn to fasten zips.

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Behaviour, attitudes and establishing routines Strong standard

Parents praise the homely environment and the 'strong and wonderful connection' children share with the childminder, which means their children are keen to attend the setting. Children enjoy their interactions, sharing resources and celebrating each other's achievements.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of knowing children's needs and prioritises their wellbeing. The strong emotional bonds she builds with children enable them to thrive and significantly impacts their overall development. Children learn to manage their emotions with encouragement to be patient and discuss how they are feeling. The childminder models this through engaging children in conversations about what she is doing and why.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's hygiene by wiping noses, washing hands and reminding them when they need a tissue. She supports children's feeding and sleeping

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Expected standard

routines with the utmost care and respect. The childminder takes time and care to follow routines established at home and integrates them into her daily schedule. She monitors children regularly during sleep and ensures their individual needs are met. At mealtimes, the childminder talks to the children about the importance of eating nutritious foods and staying hydrated during physical activity.

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Expected standard

The childminder places a strong emphasis on physical health. Children often develop their physical skills by using climbing equipment, swings and slides, and by learning to balance on beams and stepping stones. During this time, they are taught to take risks and recognise safety boundaries. Additionally, children learn about the growth cycle by caring for fruit and vegetables. This helps them understand where their food comes from.

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Achievement Expected standard

Children make secure progress and generally become confident communicators. Children chat and sing well-known rhymes and songs as they play, showing their desire to engage with their peers and the childminder.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They develop self-care skills that enable them to become independent, gaining confidence through the childminder's support. Children enjoy exploring and are confident in choosing their own resources. They demonstrate their imagination as they tell stories and play with objects that can be used in a number of different ways. Children develop meaningful friendships, which are essential for their transition to their next stage of learning. Children learn to express their thoughts and feelings clearly.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that focuses on children becoming sociable and independent learners. Teaching concentrates on children's communication, language, literacy, and mathematical learning and development through daily activities. The childminder gathers initial information from parents before children start. This includes their routines, interests, likes and dislikes, and stage of development. The childminder uses this to plan activities and evaluate children's progress. During play, the childminder engages older children in conversation. She models words to children and introduces new vocabulary, such as 'binoculars' and 'telescope'. This has a positive impact on expanding children's vocabulary. The childminder provides many opportunities for children to develop their small- and large-muscle skills, including pushing small vehicles and building with blocks. Children participate in action songs and pretend to hop, balance and 'wobble like

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Curriculum and teaching Expected standard

The emphasis on communication and language in the curriculum ensures that children develop their mathematical skills while playing. The childminder integrates counting and shape recognition into building towers. Children count the blocks and name shapes, and this reinforces their understanding of both. Older children play with vehicles and build ramps, they begin to understand positional language, such as 'underneath' and 'above'. However, sometimes, when children are exploring resources, the childminder does not give them sufficient time to think, respond to questions, and fully develop their critical thinking skills.

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Inclusion Expected standard

The childminder creates an inclusive environment for all children in her care. She demonstrates an understanding of each child's unique needs and effective strategies to help children thrive. The childminder gathers starting points and tracks children's progress. This allows her to identify what children need to learn next. It ensures the childminder recognises learning gaps swiftly. The childminder promptly recognises children who need extra support with their learning and provides the help necessary to ensure a positive impact. This also involves working closely with parents to support children further at home.

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Inclusion Expected standard

The childminder discusses how she has supported children with their communication and language development. This includes enhancing their confidence and socialisation skills and, for instance, actively encouraging children to engage in conversation and to pronounce words correctly. Additionally, she practises rhymes and guessing missing word games to make learning fun. The childminder also adapts conversations as children play, including questions and references to past events, for example 'Do you remember?' Thereby, she develops children's listening, social interaction and confidence. However, there are occasions where the childminder does not consistently support children's communication and language development to the highest standard during conversations.

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Inclusion Expected standard

The childminder actively pursues ongoing professional development to support children better. She is committed to ensuring all children succeed and seeks advice from others to enhance their outcomes. Parents are extremely positive about how the childminder supports their child's individual needs, including explaining strategies to use at home.

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Leadership and governance Expected standard

The childminder has a clear vision for the setting. She understands her strengths and is eager to continue improving her practice and identify areas for development. There are some slight inconsistencies in the quality of her teaching and curriculum, with particular regard for supporting children in their critical thinking.

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Leadership and governance Expected standard

The childminder carefully plans the service she provides, gathering the views of both parents and children. Parents commend the strong partnership they have with the childminder. Regular and detailed communication keeps them well informed about their child's daily activities and learning progress. The childminder shares ideas with parents, including information on toilet training, healthy eating and activities to support learning at home. She recognises the importance of sharing this information, to help with continuity of care and learning.

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Leadership and governance Expected standard

The childminder clearly demonstrates ongoing professional development. She attends training courses to enhance her curriculum and deepen her understanding of supporting children's wellbeing. For example, 'attachment training' has positively influenced her skills and knowledge. This includes the positive impact on how she approaches settling-in procedures and smooth transition arrangements for starting school. For instance, parents are offered a gradual, flexible approach when children first begin attending, tailored to each child's individual needs.

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Leadership and governance Expected standard

The childminder builds effective relationships with other settings and schools. She is proactive in sharing information during her communication with other professionals. This helps ensure smoother transitions for children attending different settings.

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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 and nurturing environment for children. She works closely with parents to ensure consistency in both care and learning. For example, she gathers information from parents about children's routines and individual needs. Parents comment on the strong attachments children build with the childminder.

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

Children show a highly positive attitude towards learning. The childminder creates a calm and homely environment, where children enjoy plenty of fun as they learn and play. They form strong friendships with their peers and develop essential skills to become independent and confident learners. The childminder nurtures children's social skills, helping them transition smoothly to their next stage of learning.

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

There is a holistic approach to children's learning. The childminder cares about and values the whole family. She welcomes the parents' input and the role they have in their child's learning. The childminder uses various communication channels to involve parents and strengthen their understanding. This helps to foster a strong sense of belonging for children and parents, and supports children's regular attendance.

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

The childminder's curriculum skilfully builds on children's knowledge and interests, expanding their understanding of the world around them. Children enjoy plenty of time outside the setting. The childminder ensures children visit various places and socialise with their peers. Children go to the library and village hall to attend other groups. They also meet older residents of the village, which helps them learn more about their community and socialise with people of various ages. Additionally, children learn about nature during their many walks. Children feed the local horses and collect conkers and acorns, helping them understand the seasons and develop curiosity. Children make secure progress from their different starting points.

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Next steps

The childminder should consistently give children more time to think and respond to questions, further supporting their critical thinking skills.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00

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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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About this inspection

The inspector spoke to the childminder, parents and children 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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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

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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