Childminder

Childminder

Unique reference number (URN): EY418064 Registered with Ofsted: 26/11/2010 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 provides an extremely inspiring and exciting environment, which contributes to children's overall wellbeing. She is a exceptional role model and implements consistent routines. For instance, the childminder works closely with parents and carers to promote the importance of attendance and punctuality, which helps children feel secure and settled within the daily routine. She encourages children to say please and thank you to help them to learn and develop good manners. Children demonstrate high levels of positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children have strong bonds with the childminder. The childminder communicates sensitively with children during nappy-changing procedures and respects their privacy. Children enjoy attending the childminder's home and playing with their friends. They display high levels of focus and concentration as they independently choose to engage with toys and resources, indoors and outdoors.

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Behaviour, attitudes and establishing routines Strong standard

The childminder expertly teaches children how to express their feelings. For instance, she uses visual cards to teach children about their feelings, such as 'sad, happy' and 'angry'. She models effective ways to manage children's emotions and gently guides them to recognise and respond to their feelings. Children are increasingly able to use appropriate language to express and regulate their emotions. This nurturing approach supports children's confidence and self-esteem.

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Achievement Expected standard

Children benefit from the childminder gathering important information from parents and carers to identify clear starting points for their learning. This helps children to prepare for the next stage of their learning. For example, children attempt new tasks and are motivated to keep trying until they succeed. This approach helps children to develop a 'can-do' attitude to learning and new experiences.

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Achievement Expected standard

Overall, all children are progressing well across the areas of learning and making expected progress. Children have high self-esteem and a strong sense of belonging. They are curious learners and choose whether to play indoors or in the garden. Children receive encouragement and praise, which supports their resilience and perseverance.

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Children's welfare and wellbeing Expected standard

The childminder prioritises building positive and trusting relationships with children. She is sensitive to children's emotions and recognises their feelings by paying close attention to their expressions and words. For example, the childminder is quick to recognise when children may be hungry or tired and responds well to their needs. Children thrive and flourish in the childminder's care.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of promoting healthy lifestyles. Children have daily outdoor access to fresh air and exercise in parks and playgrounds. The childminder provides well-balanced and nutritious meals and snacks, according to children's dietary requirements. Children practise self-care skills, such as washing their hands before mealtimes and after using the toilet. The childminder also speaks to them about the impact of germs on their bodies and the benefits of drinking water.

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Children's welfare and wellbeing Expected standard

The childminder ensures that indoor and outdoor environments are safe and secure for children. She conducts regular robust risk assessments before taking children on outings and visits and teaches them to keep themselves safe. For example, children learn to cross the road and walk safely during outings. The childminder provides opportunities for children to learn how to keep themselves safe.

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Curriculum and teaching Expected standard

The childminder regularly observes and assesses children's development. These assessments, including the written progress check when children are aged between 2 and 3 years, inform the childminder's planning. This ensures the curriculum is tailored to each child's individual needs and next steps in learning.

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Curriculum and teaching Expected standard

The childminder supports children's learning across all areas of development in the early years foundation stage. Children are encouraged to choose songs and books that interests them, which helps to build their confidence and sense of self. Children show good interest and enthusiasm during storytelling and singing sessions, demonstrating that they feel secure and motivated to learn. For example, children identify different animals, such as pigs, sheep and cows and learn about where they live. Furthermore, the childminder expands children's vocabulary by introducing new words, such as 'flock, lamb' and 'fields'. This helps children to become confident communicators.

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Curriculum and teaching Expected standard

The childminder skilfully weaves early mathematical skills into daily routines. Children count the steps as they go upstairs to use the toilet independently. She also encourages children to use child-sized knives safely as they cut their fruits and count the pieces. These experiences promote children's physical development, foster their independence and develop their counting skills.

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Inclusion Expected standard

The childminder creates an atmosphere, where children feel relaxed and happy. She provides opportunities for children to understand and freely express their feelings, such as happiness and sadness. The childminder's thoughtful practice supports children's emotional development and contributes positively to their emotional wellbeing. Although she does not currently have any children on roll who are eligible for pupil premium funding, the childminder shows an effective understanding of how this funding can be used and how to support parents and carers to apply for it.

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Inclusion Expected standard

The childminder participates in a range of training courses to strengthen her understanding of how to support all children, including those with special educational needs and/or disabilities. She demonstrates a secure knowledge of how to identify children who may require extra help and how to provide appropriate support. The childminder collaborates with parents to meet children's needs. For example, she offers individualised settling-in sessions that help children to become familiar with the environment and develop secure attachments with her. This supports children's wellbeing. Parents comment on how well the patient childminder implements strategies that enable their children to thrive and flourish in her care.

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Leadership and governance Expected standard

The childminder is passionate about her role and strives to provide a high-quality service for all children and their families. Parents and carers report that she creates an exciting and safe environment that supports their children to make progress.

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Leadership and governance Expected standard

The childminder regularly gathers information from parents about children's interests and development and uses this to plan meaningful activities and experiences. This ongoing communication helps the childminder to work effectively with families to support children's learning and development. However, she has not yet established partnerships with other early years settings that children attend in order to share and receive information about children's progress. This limits the continuity of care and learning for children and does not consistently enhance their progress.

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Leadership and governance Expected standard

Overall, the childminder is committed to self-evaluation and professional development. She participates in regular mandatory and additional training to strengthen her knowledge and skills. Furthermore, the childminder reflects on her practice to identify areas for development. For instance, she recognises that planned group activities for children of different abilities do not consistently meet their intended aims. However, the childminder does not use her self-evaluation process consistently to enhance her practice and raise the quality of her provision.

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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 safe, nurturing and well-organised environment that inspires and motivates children to learn. When children enrol, she collects key information from parents and carers to identify each child's routines, needs and interests. The childminder uses this information to help children settle quickly into her care and support their learning. Children form secure bonds with the caring and patient childminder. They interact well with her, seeking cuddles and reassurance when needed. Children feel safe and secure, which is evident in their engagement with visitors and in their ability to independently choose activities that reflect their interests. For example, children invite adults into their play and enjoy building structures with coloured construction bricks, which supports their hand-eye

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Inspector:

Yemi Afolabi coordination and creativity. Children display an enthusiastic approach to their learning and enjoy their time at the childminder's home.

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Inspector:

The dedicated and knowledgeable childminder has a secure understanding of child development. She plans and implements an ambitious and well-sequenced curriculum based on children's interests and developmental needs. She plans regular outings in the local community and beyond to enrich children's experiences. For example, children visit museums, playgroups, parks and the seaside. These experiences allow children to socialise in larger groups, to develop their social skills and confidence.

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Inspector:

The childminder has high expectations for children's behaviour. She sets clear boundaries, models respect and guides children with gentle reminders. Children take turns during activities and show kindness towards their peers. For instance, older children help younger children put on their shoes and support them to tidy up. Children play harmoniously together and form meaningful friendships with one another. The childminder uses praise effectively to build children's self-esteem and confidence. All children make significant progress from their starting points and are well prepared for the next stage of their learning.

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Next steps

The childminder should develop ways to build partnerships with other settings children attend to help them achieve the best possible outcomes. The childminder should strengthen the self-evaluation process to raise the overall quality of provision further.

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About this inspection

The inspector spoke with the childminder 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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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 : 08:00 - 18:00

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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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