Childminder

Childminder

Unique reference number (URN): EY410276 Registered with Ofsted: 19/07/2010 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 gathers a wealth of information from parents to find out about children's individual care routines. This helps her swiftly plan unique routines to meet the needs of the children. This familiarity helps children develop a strong bond with the childminder and fosters a positive and respectful atmosphere, where children consistently demonstrate excellent behaviour. She thoughtfully tailors routines to suit the developmental stages of each child, enabling them to clearly understand expectations. As a result, children independently take responsibility for tasks, such as setting the table, and show kindness by helping their peers. Children play together seamlessly, taking turns with the resources. The childminder is attentive to moments when children may require additional guidance with their behaviour. She responds with sensitivity and well-established strategies that help children to recognise and manage their emotions. This approach supports even the youngest children

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Behaviour, attitudes and establishing routines Strong standard

to develop an awareness of their emotions. From the beginning, the childminder places a strong emphasis on punctuality and regular attendance. She communicates daily learning objectives to parents and carers and highlights the importance of routine. This partnership with families encourages a positive attitude towards attendance, laying the groundwork for successful transitions to school.

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Achievement Expected standard

Children gain the key skills in readiness for their next stage of education. They develop their communication skills in an environment rich in language, and develop a broad vocabulary. Children develop a love of stories and songs. They have plenty of time to succeed in their own abilities. Children develop a positive attitude to their learning. For instance, younger children develop their hand-eye coordination as they build towers with stacking cups. Older children complete complex puzzles. They revisit and consolidate their learning and build on their achievements. Children are independent as they confidently set the table for mealtimes. They know to wash their hands before eating and manage their self-care well.

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Children's welfare and wellbeing Expected standard

The childminder builds trusting relationships with each child, taking time to learn about their personalities and interests. This helps her to plan experiences that boost children's wellbeing and self-esteem. For example, children take pride in their play dough creations and receive enthusiastic praise, further enhancing their confidence. The childminder encourages children to thoughtfully revisit activities. This gives children opportunities to return and build on their achievements. Children also learn about their own health and self- care through imaginative play. For instance, as they pretend to be doctors and take each other's temperature, they develop an early awareness of health in a fun environment. Furthermore, she uses opportunities as children play to weave in how they may feel. This helps children develop their knowledge of emotions. The childminder supports children's care routines according to their individual needs. She works closely with parents and carers

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Children's welfare and wellbeing Expected standard

to support babies who are in the process of weaning. This provides continuity of care for children's dietary requirements. Older children have autonomy over their care needs. For instance, after mealtimes, she gives children ample time to unwind as they choose their favourite stories to share with their friends. This supports children's individual needs.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that is highly ambitious and inclusive for all children. The curriculum reflects children's individual needs and interests. The childminder meticulously monitors children's progress from the outset. She swiftly applies strategies from her targeted training to reduce any barriers to children's learning. This supports all children to make progress and ensures any gaps in their development close rapidly. This allows for all children to make the progress they are capable of. The childminder focuses her curriculum on children's personal, social and emotional development. She has a secure knowledge of the foundations for children to develop the skills for later learning. She ensures that babies have ample opportunities to pull themselves up as they dance to songs along with older children. This supports their physical development. The childminder places communication and language at the heart of her teaching. Young children babble and clap

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Curriculum and teaching Expected standard

with excitement as they stack blocks. Older children have meaningful conversations with the childminder. She provides them with an abundance of literature across her setting. As such, children confidently choose their favourite books and turn the pages, retelling the stories. The childminder skilfully builds on children's early mathematical experiences throughout the day. She uses every opportunity for children to practise their early counting, as well as introducing simple mathematical language. However, the childminder does not consistently adapt her interactions to support younger children's identified next steps of learning.

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Inclusion Expected standard

The childminder places inclusion at the heart of her practice. She completes regular observations and assessments of children's achievements. This helps the childminder to identify any emerging barriers to children's learning. She uses this to seek support and additional training to deepen her knowledge. For example, the childminder has accessed training to consider how to support children with their early emotions. This has helped her to adapt her practice and consider different strategies to support children to understand how they feel. The childminder has considered her environment and implemented calm areas with resources that prompt discussions to support children's wellbeing. She works with parents and carers to ensure that they are aware of any additional funding that their children may be eligible to receive. This helps children to maximise their access to their early years education. The childminder has the highest aspiration for children who face barriers to their

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Inclusion Expected standard

learning. She monitors their progress well and plans activities to bridge any gaps in their learning and development.

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Leadership and governance Expected standard

The childminder is reflective and identifies where improvements are needed. She reviews her work and takes up some professional development opportunities that are relevant to the needs of the children in her care. For example, she has improved her understanding of how to support children with special educational needs and/or disabilities. However, the childminder has not precisely identified training to develop her understanding of how to support the youngest children in their learning and development. The childminder sources training to help develop children's emotional development. She further shares training with any assistants she works with to build on their skills. The childminder monitors the workload of any assistants she works with to support their wellbeing. The childminder has built successful relationships with parents and carers. As such, parents' written feedback comments on the level of care, communication and individual attention their children

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Leadership and governance Expected standard

receive. Many parents feel that their children are happy and make progress in their learning and development. They comment on the childminder's effective communication and how this keeps them informed about their children's progress and care. Parents further note improvements in their children's language skills and confidence.

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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, safe and settled in the childminder's home. The childminder works closely with parents and carers from the outset. She plans settling-in sessions that are individual to children's needs. This helps children to form secure bonds with the childminder, who knows them well and meets their care and emotional needs successfully. Furthermore, the childminder uses this opportunity to share her expectations of attendance so that children are fully involved in the planned learning opportunities.

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

The childminder gathers information to assess children's starting points to plan a highly ambitious curriculum. She is knowledgeable and adapts the curriculum to reduce any barriers in children's learning to help them make the best progress in their learning and development. As such, children make secure achievements in their personal, social and emotional development. For instance, younger children speak with confidence as they create Christmas trees with 'sparkly' pipe cleaners. They have ample opportunities to develop the small muscles in their hands as they manipulate the play dough. The childminder weaves in opportunities for children to count as they play. For instance, children predict how many balls they are going to throw in a bucket. This supports their early mathematics skills.

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

Children are engaged and concentrate well. For instance, babies snuggle to listen to stories. They reach out and touch the different sensory pictures on the pages. Older children sing songs confidently as they dance holding hands with the childminder. This helps all children to develop their communication and language. Children demonstrate their independence extremely well. They regularly help themselves to their water bottles and help their friends set the table for mealtimes. Children are calm and friendly in the care of the nurturing childminder. She is a positive role model and has high expectations for children's behaviour.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Next steps

The childminder should consider how to strengthen her interactions during children's chosen play to help them build on what they know and can do further. The childminder should seek precise training to further her knowledge of how to build on what children already know and can do, to help them make rapid progress in their learning and development.

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About this inspection

The inspector spoke with the childminder, her assistants 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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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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