Childminder

Childminder

Unique reference number (URN): EY369938 Registered with Ofsted: 11/03/2008 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 provides an environment where children gain confidence and thrive. She helps parents and carers understand the importance of their children's early education to ensure attendance is consistent. She has built very secure relationships with children. The childminder engages children in meaningful discussions, allowing time for them to respond. All children show they feel safe and secure in her care. The childminder consistently models daily routines for children, adapting these for different ages of children in her care. For example, she uses gestures and actions to support young children when washing hands for lunchtime. This helps all children understand what they need to do and what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well. They understand the childminder's high expectations, which are supported by the well-established rules and boundaries. Children form respectful relationships with one another and ensure that everyone is included in their play. For example, children are quick to invite their friends to join them to play with the dolls. They work together, holding the nappy in place as they change the doll's nappy and take turns with the feeling bottle, passing it back-and-forth to one another. The childminder is close at hand, praising children for their kindness.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and carers to find out about different experiences children have at home. She helps them to understand children's developmental needs and the importance of regular attendance. This helps her to establish highly effective routines for all children, such as babies' sleep routines. The childminder is highly responsive to children's needs, including providing them with a reassuring cuddle when they are upset. She instinctively responds and adapts her practice to the needs of the children. Children know that the childminder is there if they need her.

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Children's welfare and wellbeing Strong standard

The childminder supports children to lead a healthy lifestyle. Children learn through stories about the importance of cleaning their teeth. They know to put their hand in front of their mouth when they cough. The childminder provides nutritious lunches that she plans with the children. She encourages children to be independent by allowing them to select their own activities. They pour their own water and serve themselves at lunchtime. The childminder

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Expected standard

provides children with plenty of opportunities to develop their physical skills. Children go on nature walks and explore the local environment. She supports children to develop their small-muscle control, such as by using small pegs to clip socks together in a matching game. They repeat this learned skill at lunchtime as they use tongs to pick up sandwiches.

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Achievement Expected standard

All children, including those who may face barriers to their learning, make progress from their starting points. They demonstrate skills that have been learned over time across all areas of learning. The childminder places a great emphasis on children learning a range of communication and language skills. Children who speak English as an additional language are well supported, and make secure progress in their learning. Young children who are learning to speak independently repeat words when singing familiar songs. This demonstrates that children are developing key knowledge and skills, making progress and achieving well in preparation for the next stage of their learning.

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Curriculum and teaching Expected standard

The childminder knows children well. This helps her design a curriculum that meets their individual needs and interests and monitors their progress well. She plans purposeful activities and also follows the lead of children through the day to excite them in their learning. For example, after seeing foxes on an outdoor camera, the childminder helps children to find out what foxes eat, how they make dens and that they are nocturnal. The childminder monitors children's progress, which she shares with parents and carers. Involving them in their children's learning helps to provide continuity of care and education. The childminder understands the importance of developing children's physical and emotional needs. She validates children's emotions by helping them understand that it is ok to feel happy, sad or angry. She supports children to be active by providing daily activities both indoors and outdoors, such as walks and building obstacle courses.

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Curriculum and teaching Expected standard

The childminder promotes children's communication and language skills. She learns key words and songs in different languages to support children who speak English as an additional language. Young children are excited to join in with their friends as they take each other's hands and sing action songs together. Babies confidently join in, using gestures to show the childminder which song they would like to sing.

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Curriculum and teaching Expected standard

The childminder creates opportunities to support children's mathematical knowledge. Children count the days of the week. They learn mathematical concepts, such as heavy and light, when using scales to measure weight. However, activities do not always build precisely on children's mathematical knowledge and skill. For example, when counting, the childminder moves on too quickly, leaving some children without well-embedded understanding.

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Inclusion Expected standard

The childminder knows children well. She uses information from parents and carers and her own observations to regularly assess children during play. This helps the childminder to identify emerging gaps in children's learning and development and meet the needs of all children. The childminder is confident in identifying and supporting children with special educational needs and/or disabilities. She understands the referral procedures and how to access additional funding and support. The childminder attends training to ensure children receive the support they need. For example, she has completed training to help her support children who speak English as an additional language. This has helped her to implement strategies and ideas, such as using resources and repetition in songs and stories for children who need additional support in their language development.

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Leadership and governance Expected standard

The childminder is reflective and understands the individual needs of children attending. Parents and carers comment on how approachable and supportive she is. For those children who attend more than one setting, the childminder works collaboratively to ensure continuity of care for each child. She provides tailored support for children, including for those with barriers to their learning. The childminder understands the strengths of her practice and how she intends to develop her provision further. She recently gained funding to extend her business premises to meet the needs of the local area, including starting a group for local childminders to network and share experience and ideas. The childminder works with the local authority to extend the professional development opportunities available to childminders. This demonstrates the childminder's positive attitude towards improving her knowledge and skills to provide the best care and learning for children.

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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 home-from-home environment for children, where they feel safe and happy. Children are excited to spend their time with the childminder. This is reflected in the positive attendance of children. She has a secure understanding of the needs of all children, including those who speak English as an additional language. She seeks training and advice to support all children and adapts her practice to ensure children's individual needs are met. The childminder supports children to thrive and to prepare for the next stage in their education.

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

The childminder prioritises child-led learning, allowing children to guide their own learning experiences. Children choose from a wide range of activities and resources that are based around their interests and learning needs. Children enjoy sharing a story with the childminder and select books for the childminder to read to them. Children snuggle on the childminder's lap as they listen to their favourite story. They talk about the characters and what they like about them. Children state that they have the same story at home.

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

The childminder has high expectations and children's behaviour is good. She is a positive role model. The childminder demonstrates the importance of turn-taking and sharing when playing games with the children by asking them whose turn is next. She has consistent and clear rules and boundaries, which children are familiar with, such as listening carefully while the childminder reads. Children are confident and are eager to talk to visitors and include them in their play. They enjoy chatting about their families and holidays they are going on, excitedly telling the childminder they are going on an aeroplane.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should strengthen the curriculum for mathematics and plan more precise next steps for children's mathematical development to build on what children know and can do.

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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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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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