Childminder

Childminder

Unique reference number (URN): EY410982 Registered with Ofsted: 11/06/2010 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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Achievement Strong standard

Children develop a wide range of skills that support them well for starting school. They are confident learners with a natural curiosity to find out more. Children demonstrate good levels of resilience. For instance, younger children do not give up easily when they are trying more difficult tasks. They keep on trying and are proud of themselves when they successfully achieve what they set out to do.

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Achievement Strong standard

Children communicate easily together. They ask questions, listen attentively and follow instructions with ease. For example, when the childminder asks them to help set up an activity, they willingly respond and are excited to see what is planned.

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Achievement Strong standard

Children are well prepared for tasks they will start at school. For instance, they press the clay with their thumbs and fingers to build their strength. This helps children to develop their finger muscles and supports their physical development.

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Behaviour, attitudes and establishing routines Strong standard

Children develop high levels of kindness and respect for others. The childminder treats children fairly and promotes a very happy and positive environment. She praises children highly and helps them to learn how to share and take turns as they play. Children form friendships with other children they meet. They regularly attend other groups with children, and this enables them to develop their social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and attend regularly. The childminder plans activities she knows will extend and support children's learning and keep them interested. Younger children demonstrate deep levels of concentration. They develop determination and a positive attitude towards their learning. For instance, when children try to make tiny leaves stand upright in the clay, the childminder gently supports them to try different ways to make this happen. The childminder celebrates children's achievements and children beam with pleasure when they succeed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands children's emotional needs particularly well. She recognises what children's behaviour and actions might be indicating. She reflects kindness in her interactions and children respond well to this. There are very warm relationships evident between the childminder and children. They laugh and play together. The childminder shares her attention equally between all children and is highly responsive to their different needs.

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Children's welfare and wellbeing Strong standard

The childminder supports children's healthy development very effectively. She prioritises time each day for children to be outside and physically active. Children enjoy a wide range of exercise. For example, younger children start using balance bicycles and scooters to develop their large muscles. As they gain in confidence and improve their coordination, they progress onto riding a two-wheeled bicycle without help. These skills support children's independence and emotional wellbeing as they feel proud of their achievements.

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Children's welfare and wellbeing Strong standard

Children learn how to climb trees safely and negotiate obstacles as they climb over logs in the woodland. They use their well-developed finger muscles to handle tools, such as hammers and saws, to make simple whistles out of wood. Children learn how to do this safely and listen carefully to the instructions.

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Children's welfare and wellbeing Strong standard

The childminder meets babies' and children's care needs consistently well. She is very caring and helps children to understand and manage their different emotions. The childminder works closely with parents and carers to make sure that sleep and feeding routines match those followed at home. This contributes towards how safe and secure babies and younger children feel. Older children are confident to express their own views. They know the childminder will listen to them and respect what they say. For instance, when children ask to complete cooking activities, the childminder willingly responds and they decide together what to make.

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Curriculum and teaching Strong standard

The childminder has a particular interest in supporting and promoting children's learning in the natural environment. She makes sure that children have regular opportunities to attend specialist groups that focus on outdoor learning. The childminder adapts her teaching carefully to provide experiences for all children, including babies who are not yet mobile. The childminder fully understands the importance of promoting children's physical skills and offers an extensive range of opportunities to enrich children's learning and development.

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Curriculum and teaching Strong standard

The childminder skilfully weaves different mathematical and scientific concepts into activities. For instance, when children bake biscuits, they talk about weight and count out the number of spoonfuls they need. The childminder helps children learn the difference between wet and dry and cooked and raw, as they notice the changes that take place.

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Curriculum and teaching Strong standard

Children extend their learning through many visits and outings and opportunities to play with other children. For instance, the childminder takes children to French classes. They frequently go on bus rides to visit the library, where children enjoy listening to stories and choosing books to take home. The childminder places high priority on supporting children's language skills. She talks to children freely as they play. She introduces new words and asks children questions that encourage them to think in detail. For instance, as she reads a story about night-time, she asks children, 'Why is it getting darker?' The childminder plans for the different developmental needs of babies and children well. She understands the importance of supporting children's curiosity. She observes children closely and plans activities carefully to match their interests and abilities. Activities are presented in an enticing way so that children are keen to take part. For example, children

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Curriculum and teaching Strong standard

use different seeds, flower heads and leaves to make decorations with clay.

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Inclusion Strong standard

Every child is included in this setting. The childminder sensitively makes sure that every child's needs are always prioritised. She listens to children's ideas and values what they say. For example, when children arrive in the morning and have listened to a favourite story, she plans activities around this to continue their interest. Children say what they would like to do and the childminder enables this to happen. For instance, when children show interest in binoculars and telephones, she organises activities so they can make their own and experiment with them as they play.

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Inclusion Strong standard

The childminder offers a fully inclusive service. She makes sure that every child feels unique and special. Children choose story books that reflect people from different nationalities, cultures and family customs. They talk about the similarities and differences between themselves and others easily and respectfully. The childminder actively encourages children to feel special. She engages in conversations with children so they can think about what makes them proud to be different.

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Inclusion Strong standard

Children's different interests and learning needs are planned for well. The childminder adapts her teaching so that every child can take part, and their learning is extended appropriately. She is particularly responsive to children's varied levels of interest and engagement. For instance, when some children want to move on to the next activity, she provides for this. She lets others continue what they are doing so their learning is not interrupted.

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Inclusion Strong standard

The childminder works closely with parents to identify if any children are eligible for additional funding. She regularly keeps her skills and knowledge up to date through training. This enables her to skilfully adapt her provision to meet the needs of all children.

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Leadership and governance Strong standard

The childminder has moved home since her last inspection. She provides a homely environment and is dedicated to providing a high standard of provision. The childminder works closely with parents and carers to understand what they need. She shares information to help them feel involved in their children's learning and development. Parents report how happy their children are and note the positive progress they make in their learning.

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Leadership and governance Strong standard

The childminder is dedicated to making sure that her knowledge and skills are continually updated. She belongs to professional organisations and reads relevant information so that she understands best practice. The childminder is studying children's emotional development in greater detail to help her support this within her daily routine. She is also skilled in understanding how children learn. The childminder reflects her skills in this through her high-quality teaching and the type and range of activities she offers.

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Leadership and governance Strong standard

The childminder regularly reflects on her practice. She understands what is working well and is dedicated to making continuous improvements. She recognises there is more to do to strengthen the partnerships she forms with other early years settings children attend. Although she exchanges information informally, other arrangements are less well developed. For example, at present, the childminder does not share her own knowledge of how children learn and what she is planning for them next with other professionals who support their learning at nursery.

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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 have a very positive start to their learning. The childminder provides a fun and homely environment where children feel safe. She recognises the importance of ensuring that children feel emotionally secure. The childminder has studied this in detail and is dedicated to making sure that every child can express themselves freely and be understood. Children show how happy they are as they frequently invite the childminder into their play. They choose their favourite books and ask her to read them. The childminder responds positively and they snuggle up together to enjoy the stories.

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

Children who are learning more than one language are supported particularly well. The childminder encourages children to use both English and their home languages as they play and talk together. She celebrates each child's family heritage and helps children to feel proud of themselves. This builds children's confidence and self-esteem, and they embrace new opportunities with excitement.

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

The childminder talks fondly about each child's character and interests. She understands how each child likes to learn and plans for this within her daily routine. For instance, she knows some children prefer to learn outside. The weekly timetable of activities includes daily opportunities for children to explore different natural spaces, such as the woods, beach and park.

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

Children make excellent progress in their learning and development. The childminder plans activities that enable children to develop their understanding. For example, she knows some children recognise a few of the letters in their names. The childminder plays games with children to help them find letters within the environment, such as on road signs. This helps to increase children's early understanding of the sounds each letter represents in a fun and practical way.

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Next steps

The childminder should strengthen the established partnerships in place with other early years settings children attend to formally share and review children's progress even more precisely.

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About this setting

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

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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