Childminder

Childminder

Unique reference number (URN): EY398003 Registered with Ofsted: 21/08/2009 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 helps children to understand their feelings and how their actions affect others. Children are happy and play well with each other. They respect one another and are helpful. For example, children help each other carry resources over to the table and say 'thank you'. The childminder sets high expectations for children's behaviours and attitudes and applies them consistently. Children accept and respect each other and know how to manage their emotions. Children say 'sorry' appropriately and begin to explain why it matters. The childminder consistently models the expected behaviours and rules of the home.

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Behaviour, attitudes and establishing routines Strong standard

Children show very positive attitudes to their learning. They concentrate on activities, join in readily and play collaboratively. Children have secure, trusting relationships with the childminder. Children learn how to be gentle towards each other and with living things. The childminder teaches children how to care for animals and manages risks so that children learn about caring for animals in a safe way. The childminder promotes regular attendance to parents. She records attendance and follows up quickly if a child does not arrive as expected. This helps children to benefit from the routines and experiences each day.

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Children's welfare and wellbeing Strong standard

Children are independent in carrying out health and hygiene practices, such as washing their hands and brushing their teeth. The childminder teaches children about healthy food and helps them understand how it supports their bodies. Children choose calm spaces when they need them. They rest comfortably in cosy areas and talk about needing to 'chill'. Children are happy and regulate their emotions well. The childminder knows children very well and responds quickly to their emotional needs. She explains changes clearly so children feel safe and secure. She encourages children to make their own choices during play and routines, which builds confidence and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop their physical strength and skills. They have access to her garden, local parks and soft-play areas where they can build their balance and core stability. The childminder teaches children to keep themselves safe. For example, she sets clear routines for eating safely and uses suitable equipment when children practise skills such as cutting fruit. Children enjoy a range of healthy snacks prepared by the

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Expected standard

childminder. As they bring their own packed lunches, the childminder helps parents understand what a healthy lunch box consists of to ensure children are eating food that promotes good health and wellbeing.

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Achievement Expected standard

Children develop the knowledge and skills they need to succeed and to support a seamless move to school. For example, children practise independence skills, learn to listen and focus on different tasks in learning. They manage their own care, such as washing their hands and tidying away resources. They talk confidently and ask questions in play. Children use new words, for example when they play at being doctors and talk about a thermometer. They recall familiar stories, make predictions and join in with songs about feelings. They explore early mathematics as they draw shapes, compare sizes and solve simple problems at snack time. Children who are newer to the setting settle quickly, take part in activities and begin to express themselves with growing confidence.

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Curriculum and teaching Expected standard

The childminder keeps a close eye on children's development and uses this to plan what comes next. She provides a broad range of experiences and revisits key ideas so that children build knowledge over time. She responds quickly when she spots that a child needs more help to take part or keep up. She adapts activities and routines so that children can join in alongside each other.

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Curriculum and teaching Expected standard

The childminder supports communication and language skills throughout play and routines. She repeats words back to children to help develop their pronunciation and uses questions and comments to extend children's thinking. The childminder values books, songs and stories and uses them to build vocabulary and talk about feelings. She gives children time to respond and encourages them to share their ideas as they play and read together.

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Curriculum and teaching Expected standard

Children practise their mathematical skills during play. The childminder prompts them to count, compare and solve simple problems, for example when building towers or sharing snacks. Although the childminder recognises the value of sensory play, she is not as confident in planning for this type of play and does not use it consistently. As a result, children do not always have regular chances to explore and learn through their senses.

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Inclusion Expected standard

The childminder assesses children closely from the start and builds a clear picture of their stage of development. This helps her plan and implement successful support strategies to meet children's needs, especially if gaps in learning emerge. The childminder works with parents to reduce potential barriers to learning and knows where to seek support if children require further help. She completes training to develop her knowledge and to strengthen the support she puts in place.

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Inclusion Expected standard

The childminder understands how to help families access funding for children and how she can use this to ensure children access the curriculum. This helps children make steady progress. The childminder gives particular attention to children who may face barriers, including disadvantaged children and those who need extra help with social and communication skills. She implements strategies such as taking children to local groups to further develop their speaking and interaction skills. She is still building her links with specialist services so she can draw on advice quickly if needs increase.

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Inclusion Expected standard

Children learn about what makes them unique and what differences people have. Additionally, they socialise with a range of children and learn about cultural festivals and traditions. Children enjoy tasting new foods from around the world and dressing up as different characters or 'people that help us'.

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Leadership and governance Expected standard

The childminder has a clear oversight of her setting, the impact it has on children and what she needs to do to strive for further improvement. She is ambitious for what she wants children to achieve. The childminder regularly works with other professionals to gain feedback, share best practice and meet the needs of children in her setting .She also keeps her knowledge up to date through regular training. This helps her drive improvement and maintain high standards of care and education in her setting. The childminder has recognised the need to reduce her written workload and prioritise her time with children to enhance interactions and help them make even more progress with her direct teaching and support.

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Leadership and governance Expected standard

The childminder works in partnership with parents and shares information regularly about children's routines, development and next steps. She uses messages and daily discussions so parents know what their child is learning and how to support this at home. Parents value the care and support their children receive and trust the childminder to support their child's wellbeing and development.

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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 feel at home here. They arrive happily and settle quickly into play. The childminder creates a calm, friendly space where children enjoy being together. They show kindness and respect and consistently use positive manners. They help each other carry objects to the table if they are struggling. Children show a deep understanding of emotions. They learn about feelings through songs and books and by re-enacting their feelings. For example, children join in with happy, sad and angry dancing. They make faces and move their bodies to represent different emotions. This helps them to talk about how different feelings look and feel.

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Inspector:

Rachel Waterhouse The childminder knows children and families well. She notices when children need extra help to join in, including when a child finds it harder to focus or speak up. She responds quickly so that everyone can take part alongside their peers. Children who are newer to the setting gain confidence by copying familiar routines and joining play with support. Children make choices about what to do and where to play. They explore resources with curiosity and keep trying when something feels tricky.

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Inspector:

The childminder weaves learning into everyday moments. She introduces new words naturally and encourages children to explain their ideas and their thinking. Children enjoy imaginative play, drawing, building and sharing stories. Children love visiting the local community. They attend reading and singing sessions at the local library, where they develop literacy skills as well as socialising with new people. Children talk about their favourite things to do, such as visiting the church, playing with the spaceship and dressing up. They are confident and experience a range of learning opportunities.

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Next steps

The childminder should broaden the curriculum to more fully support those who respond well to sensory experiences.

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About this inspection

The inspector spoke with the childminder, parents 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: 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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