Childminder

Childminder

Unique reference number (URN): EY426562 Registered with Ofsted: 21/06/2011 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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Curriculum and teaching Strong standard

The passionate and dedicated childminder works seamlessly with parents and carers to ensure that all children receive a curriculum that is ambitious and tailored precisely to their individual needs. She has a secure knowledge and understanding of the early years foundation stage for the toddlers in her care. The childminder adapts the learning environment to allow all children to have a dedicated space, where they feel safe to observe first and build confidence to take part in the play. The childminder is able to swiftly identify when children may require additional support, including children with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

There is a clear focus on children's communication and language, physical and social and emotional development. The childminder skilfully builds on what children know and their interests. While monitoring their progress, she ensures that any gaps are identified and addressed. This translates effectively into a curriculum that is ever evolving to ensure that all children gain the vital skills needed to be successful learners in the future. The childminder works tirelessly to build on each child's starting points to ensure that they make excellent progress across all areas of their development.

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Curriculum and teaching Strong standard

Communication and language are central to the childminder's curriculum. The childminder uses high-quality interactions and introduces new vocabulary so that children develop their communication skills and build confidence in expressing themselves. Children develop effective communication skills, curiosity and independence through a wide variety of experiences that build their confidence and deepen their learning. The childminder intentionally links all areas of learning to mathematics and extends children's understanding. For example, older children count the number of cups and plates they need for snack time. The childminder introduces mathematical language, such as 'whole' and 'half', when serving children their snack. As a result, children confidently use numbers and mathematical language in their play.

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Achievement Expected standard

Children experience a stimulating, nurturing and thoughtfully planned environment that prepares them well for the next stage of learning. Children gain a solid foundation for their future learning. They are well prepared for their eventual move on to school and develop the key skills they will need for their future learning. These include being independent, having important communication skills, forming positive relationships and developing strength and coordination through active play. Children make timely progress in their learning and development.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) or those who may face other barriers to their learning achieve typically well. They are prepared well to make the most of their skills with increasing their confidence and independence. Children listen attentively during group times and join in eagerly with songs and stories. Children delight in repeating familiar phrases and predicting what might happen next, which strengthens their communication and love of books. They use props, actions and expressive voices to bring stories to life.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds close and loving relationships with children. She offers praise and encouragement throughout the day, and this further strengthens children's relationships with her. The childminder uses consistent routines and clear expectations to promote children's positive behaviour. Children learn to cooperate and build friendships with their peers. They demonstrate that they understand the childminder's expectations. For example, children know what to do when they are asked to wash their hands for a snack and then sit at the table to wait for it to be prepared. The childminder plans daily outings in the community. These experiences give children opportunities to interact with a wider group of peers, developing their social skills and confidence in larger settings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder embeds clear, realistic and age-appropriate rules and boundaries from the start. She encourages children to develop their own expectations in the setting. The childminder values children's unique starting points and uses these to ensure that her expectations are communicated in a way they will understand. This helps children to learn how to value and respect other people and their environment. The childminder considers the attendance patterns of children and activities that are provided elsewhere to ensure that all children have full access to broad and balanced experiences across all areas of learning.

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Children's welfare and wellbeing Expected standard

The childminder encourages children's independence at every opportunity. Children develop self-care skills, such as fastening zips, putting on their shoes, pouring drinks and tidying away resources. The childminder supports their physical development through a variety of activities. For example, she plans regular visits to local parks and woodlands to offer children valuable opportunities to use large-play equipment and enhance their strength and coordination. Sleep routines are managed with warmth and care, with comfort provided in ways that suit each child's preferences. Children learn to understand how to recognise risks and manage their own safety through their learning and care routines. For example, the childminder explains to children why their mouths must be empty before they are permitted to get down from the table. She also regularly reminds children about the importance of tidying up some of the toys and resources throughout the day to reduce the risk of slips,

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Children's welfare and wellbeing Expected standard

Children show high levels of respect, empathy and cooperation. Older children are increasingly able to manage their emotions independently. The childminder models how to manage emotions effectively and gently guides children in recognising and responding to their feelings. Her nurturing approach builds children's confidence and self-esteem, creating a secure emotional foundation from which they flourish. The childminder gathers detailed information from parents and carers when children start at her setting. This includes information about children's dietary needs and routines. She uses ongoing dialogues with parents to enable her to adapt care practices and ensure that children's unique needs are consistently met.

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Inclusion Expected standard

The childminder captures information about children's family's celebrations and festivals, as well as their individual needs, so they can feel proud of what makes them unique. She tunes into children's individual interests and organises indoor and outdoor experiences to tailor children's fascinations, engagement and progress. The childminder regularly makes accurate assessments of children's learning and development. She typically collaborates closely with parents and carers to share information and strategies to continue to support and extend all children's learning at home.

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Inclusion Expected standard

The childminder is committed to providing high-quality, inclusive care and education to all children. She acknowledges that she could focus on extending her knowledge on identifying and supporting children and further improve her inclusive provision. The childminder recognises that this will extend her engagement with other professionals to make a demonstrable difference to the opportunities and experiences of disadvantaged children, children with special educational needs and/or disabilities (SEND) or those who may face other barriers to their learning and/or wellbeing. The childminder understands how to use additional funding effectively. She considers the needs of children and will use the funding to purchase additional resources that support their individual needs.

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Leadership and governance Expected standard

The childminder reflects on her provision. She attends webinars, online training and shares good practice with other childminders. For example, she has completed training on the changes to the statutory guidance and demonstrates her knowledge through her positive practice. The childminder has strengthened her curriculum and teaching with a key focus on using questioning to further support children's communication and language development. That said, the childminder lacks a clear plan to enhance her practice even further, especially to target support for children with special educational needs and/or disabilities even further. The childminder works closely with parents and carers to support their children's next steps in learning. This ensures a consistent approach between home and the setting. Feedback from parents is highly positive. Parents praise the childminder and say their children have 'thrived' and 'flourished' in her care. The childminder shares a range of information with

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Leadership and governance Expected standard

parents, including national updates and guidance. The childminder recognises the importance of working together with other settings attended by children. She shares information with other settings they attend to meet all children's needs. This promotes continuity of care and a smooth transition for children as they move between settings.

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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

The childminder provides a warm and nurturing environment. She takes time to get to know children well, and seeks information about their favourite toys, likes and dislikes. The childminder uses this information effectively to provide routines and activities that reflect on children's needs and interests. Children show that they feel safe and secure. The childminder places a strong focus on supporting children's personal, social and emotional development. She offers a variety of opportunities for children to explore their local community, such as visits to toddler groups and national parks. This helps to build on children's confidence to form relationships with others in a diverse range of social situations.

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

Children show that they enjoy books and stories. They regularly take books to the childminder for her to read to them. The childminder is skilled at promoting conversation while sharing books with children. Children enjoy talking to the childminder about the books they share. The childminder provides a wealth of high-quality books for children to access. Children learn to share and handle the books with respect with their peers. These experiences help to enhance children's social skills, communication and early literacy development.

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

The childminder implements a curriculum designed to promote children's development and enjoyment in all areas of learning. She promotes the skills that children need to be independent learners to aid a smooth transition to school and successful future learning. Young children show curiosity as they investigate toys and enjoy the reassurance of the childminder's presence. Older children demonstrate independence as they choose what they want to play with. The childminder plans experiences that build children's resilience and encourage decision-making. Children develop their thinking skills, such as when they complete jigsaws. For example, children twist and turn the pieces to complete the jigsaws. The childminder extends children's learning by encouraging them to identify the colours and shapes of the jigsaw pieces. She acknowledges and celebrates children's efforts and individual strengths and, as a result, they show elevated levels of self-confidence. The

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

childminder recognises the importance of children's regular attendance and promotes this in her setting.

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Next steps

The childminder should develop further strategies for supporting children with special educational needs and/or disabilities (SEND) that could be implemented to help all children to secure breadth and depth across the 7 areas of learning and development. The childminder should access professional development opportunities to enhance her knowledge of how to target support for children with SEND even further.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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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