Childminder

Childminder

Unique reference number (URN): EY251043 Registered with Ofsted: 13/05/2003 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 Expected standard

Children make progress across all areas of learning, particularly in their communication and language. They use signing and speech to express their needs and show understanding.

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Achievement Expected standard

All ages of children develop their physical skills. Babies have space to roll, crawl and pull themselves up on different levels. Older children learn to use cutlery independently at mealtimes. They develop strength and coordination in their fine and gross motor skills.

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Achievement Expected standard

Children follow their interests, making their learning exciting and engaging. They develop independence and confidence as they are encouraged to explore different environments. This results in resilient children with the skills to move on to their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and respectful relationships with the childminder. These secure bonds help them feel confident, valued and ready to learn. The childminder models kindness, patience and respect. Children typically respond positively. For example, the childminder makes sure that toys go in their correct places at tidy-up time. However, sometimes, children's behaviour disrupts their learning. While the childminder addresses unwelcome behaviour as it happens, she does not consistently help children to notice how their actions affect others so that positive behaviour is consistent. This does not enable all children to participate fully in learning and activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has devised an attendance monitoring system and encourages children's regular attendance. This promotes consistency in care and ensures that children are safe and accounted for. Routines are well established, and transitions are calm.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plans experiences out in the community to broaden children's understanding of different people and promote tolerance. For example, children recognise familiar people in the local area and greet them appropriately. Children attend signing classes run by deaf people, which exposes them to people who communicate and learn in different ways. This promotes the childminder's ethos of everybody feeling included, valued and important.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and well-being at the centre of her practice. She is nurturing and kind and offers a cosy home-from-home environment. The childminder gathers detailed information before children start at her setting, building a clear picture of their routines and needs. This allows her to mirror home comforts, such as nap times and favourite foods. This helps children to feel settled and safe. Responsive relationships are well established. For example, the childminder recognises babies' sleep cues and is quick to offer cuddles. Children quickly and contentedly settle for naps in a relaxed environment, listening to gentle music. These secure attachments and calm and predictable routines promote strong emotional well-being for all children.

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Children's welfare and wellbeing Expected standard

Mealtimes are a sociable event, with clear and consistent expectations at the table. Children learn about healthy foods, and the childminder encourages them to eat slowly and carefully. She encourages older children to act as role models for their younger peers. Children wipe their hands and patiently wait for each other to finish before they leave the table.

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Children's welfare and wellbeing Expected standard

Parents and carers speak very positively about the care and attention their children receive. They value the clear and open communication, including daily diaries, detailed handovers and regular updates. This all reassures them that their children are happy and safe. Parents comment on how they have seen their children grow in independence. For example, they are now attempting to put on their coats and shoes. They also comment on how their children ask to attend the setting, even at weekends. This demonstrates the strong relationships the childminder has developed with children.

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Curriculum and teaching Expected standard

The curriculum is broad and balanced and places importance on the prime areas of learning. The childminder plans carefully to meet the individual needs of each child, including those with special educational needs and/or disabilities (SEND) or barriers to their learning. She uses her assessment of children's knowledge and skills to plan their next steps in learning. For example, she seeks quieter and calmer classes for children who are less socially confident.

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Curriculum and teaching Expected standard

Children engage enthusiastically in a wide range of activities that build on their interests and needs. The childminder prioritises children's physical development, planning activities that actively engage them. For example, during the story 'We're Going on a Bear Hunt', children stomp and swish around the room as they act out the actions. The childminder joins in with the actions, resulting in lots of giggles. She provides sensory resources, such as grass and mud, to support her skilled storytelling. These hands-on and physical experiences bring learning to life. However, sometimes, younger children struggle to fully participate in activities. For example, at times, the childminder does not differentiate planned activities so that all children can take part meaningfully alongside their peers.

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Curriculum and teaching Expected standard

Developing communication and language is a passion for the childminder. She encourages signing key vocabulary alongside verbal language. The childminder models counting and one-to-one correspondence through engaging activities, such as adding pom-poms to tubes. This supports children's early mathematical language and understanding of key concepts. This inclusive practice helps all children to communicate effectively.

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Inclusion Expected standard

The childminder understands the individual needs of all children, including those with SEND. She regularly attends training to ensure that she can meet children's individual needs effectively. The childminder seeks advice from local services, such as the children's centre, to ensure that children receive the support they need. She monitors children's progress carefully and has a clear understanding of what each child needs to learn next. The childminder uses her assessments to determine what works for each child and how to best meet their individual needs. As a result, the childminder typically identifies and addresses children's barriers to learning. However, she does not consistently consider how to precisely plan activities that meet the individual needs of children of different ages, especially younger children and babies.

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Inclusion Expected standard

The childminder gathers information from parents and carers when children start at her setting. She demonstrates a clear understanding of how to use additional funding to support the needs of individual children. She encourages parents and carers to contribute to the planning of their children's next steps in learning. This encourages continuity of children's learning at home. Parents comment on the helpful advice and support the childminder provides to ensure the best care for their children.

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Inclusion Expected standard

Children enjoy attending local playgroups and classes. The childminder uses these experiences to build on children's social skills and confidence in different environments. Sign language sessions support children's communication and language development. The childminder provides further opportunities, such as visits to the farm and safari park. She encourages children to use signs, as well as verbal language, to name the animals. These experiences ensure that all children are included and can access learning and the curriculum.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to ongoing professional development. She accesses regular online courses to ensure that her knowledge remains current and effective. The childminder is very organised, with systems that work well for children and their families. Overall, her planning is thoughtfully shaped around children. The childminder generally ensures that activities meet children's individual needs and provides purposeful and engaging learning experiences that follow their interests. She recognises the value of reflective practice, continually seeking new ideas and approaches to enhance outcomes for all children. For example, she has been working on encouraging children to develop their thinking skills. When reading a story, she asks open-ended questions to develop children's communication skills.

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Leadership and governance Expected standard

The childminder maintains positive external partnerships. She seeks advice when needed to support children effectively. The childminder contacts other settings when relevant to promote continuity in children's learning. Her expertise in communication and language positively impacts children's progress, particularly for those with emerging speech needs. The childminder is attentive to children who may face barriers to learning or well-being. She works with families to ensure that children are helped to settle and feel a sense of belonging in her care.

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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 are happy and settled at this homely setting. The childminder is kind and nurturing. She welcomes all families warmly, creating an inclusive and respectful atmosphere. The childminder is attentive to children's individual needs and backgrounds. She has a well-

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Inspector:

Kathryn Walsh organised settling-in process that helps her get to know children very well. This supports children to settle quickly and feel at home. Children feel safe and valued in her care.

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Inspector:

Overall, children achieve well. They learn alongside their peers, building relationships and social skills with the childminder's guidance. They develop independence through self-care tasks, including washing their hands together before mealtimes. The childminder has a passion for using sign language to support children's learning. Children are able to use signs to communicate their needs and show their understanding. For example, they receive the option to name or sign the colours of building blocks as they play. This results in effective progress in children's communication and language skills from their starting points in development.

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Inspector:

The childminder organises her planning to support children's individual needs. They visit local playgroups to develop confidence in social situations. Children enjoy a wide range of inviting and well-organised activities and resources. They confidently access the environment and make choices about what to explore next. For example, children select a toothbrushing box from the collection and use toothbrushes to brush model teeth. They choose from a range of books and enjoy snuggling up for impromptu story times. They listen intently, turn the pages and pick out their favourite parts. The childminder's skilful and enthusiastic storytelling instils a love of reading in children.

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Next steps

The childminder should strengthen strategies to support children to develop an understanding of the consequences of their behaviour on others. The childminder should differentiate planned activities more effectively to meet the individual needs of children of different ages, especially younger children and babies.

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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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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