Childminder

Childminder

Unique reference number (URN): 304533 Registered with Ofsted: 02/07/1996 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 quickly and securely develop the necessary skills to prepare them for ongoing learning. They have opportunities to practise what they know and can do, to help them to master these skills. As such, children are well prepared for the next stage in their learning.

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Achievement Expected standard

Children make progress from their starting points, including those who need additional support. They receive a range of activities and opportunities to help them to make progress and to achieve the next steps in their learning. However, activities promoting mathematical development are not always sequenced effectively. This means that children do not always learn the necessary skills they need to be able to take their learning to the next level.

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Achievement Expected standard

Children benefit from stories, songs and rhymes, which help to support their communication and language development. They attend 'Read and Rhyme' sessions at the local library, where they can socialise with other children and further develop a love of reading.

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Achievement Expected standard

Children have access to many activities within the local area, where they can develop their physical skills while exploring nature and learning about the world in which they live.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements positive routines and boundaries, which help children to know what is happening next and supports positive behaviour. She quickly deals with any unwanted behaviour using effective distraction techniques, meaning that children's behaviour is well managed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to ensure that any concerns with behaviour are dealt with quickly and in a coordinated way to improve consistency.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a warm relationship with the children. They are safe and secure in her presence, and she instinctively supports their individual needs and wants. She is a positive role model and shows the children how to speak to each other with kindness and respect. The childminder promotes the importance of attendance and punctuality. She has a positive relationship with parents, and they maintain an open dialogue regarding children's attendance.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe, welcoming space, where children can access play and learning activities. They have regular access to the outdoors via visits to the park, walks in the local area and play in the garden.

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Children's welfare and wellbeing Expected standard

The childminder uses care practices, such as mealtimes and toileting, to promote children's independence and to discuss healthy choices, for example, by supporting the children to try to spread their own butter. She teaches children how food is prepared and encourages them to join in with food preparation. Mealtimes provide a social time, where children talk to each other. The childminder models good manners and politeness when sitting at the table.

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Children's welfare and wellbeing Expected standard

The childminder follows and implements safe sleep practices when children are having a rest. She provides a safe and comfortable area for children to rest, and ensures children are checked regularly when sleeping.

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Curriculum and teaching Expected standard

The childminder supports children in developing communication and language by narrating their play, offering explanations and asking questions to extend their learning further. She introduces new vocabulary seamlessly when communicating and repeats back words to ensure correct pronunciation. Activities promote children's physical development, helping them to learn how to thread beads and use scissors.

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Curriculum and teaching Expected standard

The childminder helps children to learn about the world around them and their place in the community. They visit the local allotments, where the children learn how to plant and grow their own vegetables that are then entered into the village show or used to make meals.

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Curriculum and teaching Expected standard

The childminder supports children to learn valuable skills in preparation for school, including building their independence, learning to share and take turns and developing respect, tolerance and patience. However, activities promoting mathematical development are not always sequenced effectively. For example, children learn to recognise numerals before being taught the meaning of number. This means that children are not always learning skills that are appropriate for their stage of development.

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Inclusion Expected standard

The childminder monitors children's development and tracks developmental changes to highlight any concerns or gaps in learning. From this and her observations of children at play, she identifies where she may be able to support individual children's needs to enable them to make progress from their starting points. The childminder makes adaptations and differentiates activities to ensure all children can take an active part in learning, regardless of their age and stage of development. However, sometimes activities, particularly linked to the teaching of mathematics, do not support children to learn in sequence. This means that activities are not always appropriate for their stage of development.

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Inclusion Expected standard

The childminder works collaboratively with the special educational needs coordinator at the local school nursery to put together assessments for children with special educational needs and/or disabilities. She works closely with other agencies to ensure effective support plans are implemented to help children to meet their potential. This helps to ensure that children receive a coordinated approach to their learning.

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Leadership and governance Expected standard

The childminder has accessed further training to ensure the opportunities she provides are of a high quality. She attends mandatory training, including safeguarding and paediatric first aid, as well as additional training, which supports the cohort of children she has attending.

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Leadership and governance Expected standard

The childminder has a clear understanding of the demographics of the local area and how she can encourage children to learn their place within the community. The childminder teaches children about the wider world and celebrates festivals and events that are special to them and their families.

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Leadership and governance Expected standard

The childminder works in collaboration with parents and other agencies and settings the child may attend. From the settling-in visits, to transition to school, the childminder offers support to parents to help to ease the transition and to share their knowledge of the child.

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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 safe in the care of this childminder. Children access a variety of activities and experiences, such as growing vegetables in the allotment and making their own soups and jams. They learn about where food comes from and how it gets from the ground to their plate. Children learn about nature and explore the local environment, visiting the nearby parks, shopping in the village and borrowing books from the library. Children benefit from interaction with others and the modelling of effective communication. They learn stories and songs and develop a love of reading. They excitedly share their favourite stories with each other or snuggle in for cuddles while reading with the childminder.

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

Children are engaged in a range of activities and are curious about their learning. They talk freely about what they have been learning about and can recall specific events they have been part of. Children socialise well with others and demonstrate beautiful manners and politeness when speaking to their friends. They share and take turns with each other, and behaviour is effectively supported through robust routines and boundaries. Children learn to be independent and to take care of their own personal care needs. They talk about healthy foods and demonstrate healthy habits.

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Next steps

The childminder should focus more accurately on children's individual learning to ensure their next steps are age-appropriate.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 18:00

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About this setting

Local authority: Cheshire West and Chester

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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 parents 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

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 .

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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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