Childminder

Childminder

Unique reference number (URN): EY420915 Registered with Ofsted: 18/02/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Strong standard

The children are very well prepared for change. In the setting, they self-register, choose freely from a wealth of resources and naturally share with their peers. This approach successfully helps support children to be socially confident.

p.2

Achievement Strong standard

Children's skills and knowledge are firmly embedded, allowing them to confidently and independently move on in their learning. For example, children confidently recite numbers in the correct sequence, allowing them to explore and master each number, learning their cardinal value. Children speak in full sentences describing what they are doing, what they want and talking about how they feel. They hear language modelled well and benefit from meaningful comments that they learn from and copy. Children's personal and social development is boosted wholeheartedly. This helps build a secure foundation for future learning and ensures children are able to make the most of their skills and interests.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have a clear understanding of what is expected of them. They naturally follow routines and show an understanding of appropriate and acceptable behaviour. The childminder praises the children for using good manners and respecting the resources and rules in place. For example, children automatically tidy away what they have played with. Children demonstrate positive attitudes to learning and each other.

p.2

Behaviour, attitudes and establishing routines Strong standard

Expectations are shared with parents early on. Parents say they exercise these at home to embed strategies and approaches that are the same. This allows for children to receive consistent messages and creates fluidity from their setting to home.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are taught to take turns and share fairly. This creates a harmonious environment in which the children flourish. They role play together sharing the same theme, collaboratively build structures and comment on each other's achievement. The childminder praises children along the way, to which they respond with glee and pride.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children's attendance is excellent. This sets the tone and prepares children for starting school. The childminder offers flexibility to ensure she meets the needs of the children and their families. This further ensures children receive their full entitlement to their early education.

p.2

Children's welfare and wellbeing Strong standard

The childminder knows the children incredibly well. She communicates effectively with their parents to fully understand and cater for their needs. For example, she teaches children not to share food to support specific diets/allergies. This gives parents reassurance their children are kept safe and all measures are taken to avoid any potential risks or incidents. Safer food routines and approaches to promote healthy habits are firmly embedded. Consequently, children are able to keep themselves safe and make their own healthy choices.

p.3

Children's welfare and wellbeing Strong standard

Children are effectively taught to manage their own feelings and emotions with the supportive guidance of their childminder. As an example, children are taught breathing exercises to help regulate their emotions, develop self-control and calm, so they are ready to continue. In turn, children's wellbeing is firmly supported and considered.

p.3

Children's welfare and wellbeing Strong standard

Independence is highly regarded by the childminder and is encouraged in a variety of ways. Children independently select their own resources, take off their shoes and coats and take care of their own personal hygiene, such as wiping their own nose. These embedded practices build a solid foundation for school transitions.

p.3

Curriculum and teaching Strong standard

The childminder offers a broad and balanced curriculum that teaches children fundamental skills and knowledge. She structures her delivery around topics and themes, concepts and ideas. It is clear what the childminder wants the children to learn. As an example, children are taught explicit book handling skills. In turn, children freely choose and retell stories, adding expression and actions.

p.3

Curriculum and teaching Strong standard

Communication and language development is at the heart of the curriculum. The language- rich environment envelopes opportunities for children to extend their language. For example, children describe large objects as being 'enormous' and 'huge'. These high-quality interactions help the childminder assess what children know and understand.

p.3

Curriculum and teaching Strong standard

Next steps are shared with parents. These typically include a mathematical target. The childminder explains to parents the in-depth understanding of number children need to fully be able to comprehend each number. Parents report this knowledge of child development is part of the reason they send their children to this setting. They work together to agree targets and ways in which to achieve them.

p.3

Curriculum and teaching Strong standard

Outside space and environmental trips are embraced by the children. This promotes children's physical development, understanding of the world and embeds concepts of keeping safe. Trips include visits to local parks, libraries, forest school experiences, playgroups and allotments.

p.3

Expected standard

The childminder adapts her teaching to suit individual children and their approach to learning. As an example, children who appear quiet and less forthcoming are given choices, such as visuals to choose from. This helps children to communicate effectively, building confidence while doing so.

p.4

Inclusion Expected standard

The childminder understands the importance of including all children regardless of any barriers or children's needs. She is aware of the need to build even further on her experience and understanding, to help ensure any barriers are quickly and consistently identified and addressed. She is committed to keeping her knowledge up to date with relevant training.

p.4

Inclusion Expected standard

The childminder works closely with parents to secure the most appropriate support for their children. She adapts her teaching so that her practice is inclusive. For example, she recognises when children need support to develop their confidence when speaking or communicating. By providing visuals and nonverbal cues, she helps equip children to communicate effectively. She ensures all children receive their full entitlement to early education, providing flexible care to help support parents.

p.4

Inclusion Expected standard

The childminder recognises different strategies and interventions needed to suit children's varying learning styles. She completes the progress check at age two along with regular assessments to help identify gaps in learning. These are shared with parents, and targets are set to help their child achieve them.

p.4

Leadership and governance Expected standard

The childminder has established a safe, nurturing and stimulating environment. She prides herself on her open and honest culture ethos. Parents appreciate and value this and say it creates trust and reliability.

p.4

Leadership and governance Expected standard

Partnerships with parents are secure. The childminder works effectively with parents to understand their child's needs and interests. She tailors experiences to suit the children and how they learn. For example, she has worked together with parents to successfully toilet train children, taking into account not all children learn in the same way. In turn, parents feel their child is valued as an individual.

p.4

Leadership and governance Expected standard

The childminder is committed to accessing relevant and appropriate training to ensure her knowledge and skills are up to date. This ensures children are suitably cared for and educated to a high standard. The childminder fully embraces statutory guidance and updates.

p.4

Leadership and governance Expected standard

The childminder embraces the concept of growth and development to further enhance her practice, her learning environment and what the children will learn. However, although she has a broad ambition to always improve, she does not identify more precise and specific areas for development. This does not help instil a culture of continuous improvement to ensure that she is fully adaptive and responsive to the changing needs of her setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are welcomed into this safe and stimulating learning environment where they make good progress in all areas of the curriculum. The childminder provides opportunities to promote independence and resilience, and platforms to learn new skills and concepts. As an

p.5

Inspector:

Susie Mortin example, the youngest of children self-register, attempting to make marks to represent their name. This helps prepare children well for their transition to the next stage of their education.

p.6

Inspector:

Communication and language are at the heart of the childminder's well-designed curriculum. Children express their love of books and demonstrate high levels of confidence when reading and sharing stories. They confidently retell familiar stories, adding expression and actions.

p.6

Inspector:

Parents are regularly updated about their children's progress, and next steps are discussed and agreed upon. This swiftly narrows any gaps in children's development. The childminder actively enhances children's cultural capital with regular trips and outings to the local community, networking with other childminders. This increases children's knowledge across the curriculum and offers opportunities to socialise with other children and adults.

p.6

Inspector:

Typically, children with barriers to learning are supported appropriately to achieve and thrive in their own individual way. All children are encouraged to share, wait their turn and be considerate of each other. This creates a harmonious atmosphere where children demonstrate good manners and respect. Children are supported to regulate and understand their emotions. As a result, they appear emotionally secure.

p.6

Next steps

The childminder should build further on arrangements for identifying strengths and priorities for improvement to help establish a consistent focus on securing excellence for all children.

p.6

About this inspection

The inspector spoke with the childminder during the inspection. A quality assurance visit by an additional inspector was carried out at 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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8