Childminder

Childminder

Unique reference number (URN): EY453572 Registered with Ofsted: 30/11/2012 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 Strong standard

Children have frequent opportunities to communicate their needs and ideas, work things out for themselves and to make choices. This helps children to gain confidence in their abilities. Children demonstrate pride in their achievements, such as with behaviour and physical skills.

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Achievement Strong standard

The childminder gathers information about what children are doing at school. This helps children to practise important skills and build on what they are learning. The childminder shares information with parents about how they can help children's learning and development at home. For example, she sensitively provides support on how to promote children's independence.

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Achievement Strong standard

Children make progress across all areas of their development. Their learning builds on what they already know and can do, helping them to develop new skills and understanding over time.

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Achievement Strong standard

The childminder provides frequent feedback to parents and makes use of technology to celebrate and share children's achievements.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's warm and encouraging approach helps children to quickly become settled and feel secure. The childminder understands the importance of regular attendance. She discusses planned absences with parents, and children quickly re-settle when they return. Children experience a predictable routine and show that they are confident and reassured in the childminder's presence. Children show that they are emotionally secure and consistently behave well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses methods, such as mirrors, to help children recognise and understand how they feel. Children have opportunities to make friendships in wider social situations, such as when they visit local groups. Older children share resources with their younger friends. Children show that they look forward to daily activities, such as playing outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Children begin to attempt to dress themselves from an early stage and receive encouragement from the childminder to have a go at putting on coats, hats and waterproof boots. As part of daily routines, children are encouraged to wash their hands before eating and after outdoor play, helping them to develop positive habits and independence. The childminder speaks with children about simple ways to keep healthy, such as drinking water, supporting children's understanding of routines that promote their wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder puts children at the centre of what she does. Children form very warm bonds with the childminder and enjoy the company of each other. The childminder supports children to manage their bodies well and keep themselves safe, including as they play and learn outdoors. With the childminder's strong encouragement and close supervision, children build stamina and muscle strength. They learn to navigate slopes, steps and uneven ground.

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Children's welfare and wellbeing Strong standard

The childminder makes use of interactive, story-based yoga sessions to help children move their bodies in different ways. She promotes a shared approach to children's care and learning from the start. She gathers initial and ongoing information from parents about their children. This helps her to mirror care routines from home and identify emerging concerns about children's development.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates awareness of the factors that may impact children's wellbeing. She works closely with parents and seeks feedback to help improve her service. The childminder provides additional support and guidance to parents about important matters, such as local funding arrangements or nursery and school admissions.

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Children's welfare and wellbeing Strong standard

The childminder completes a range of training and undertakes research to enhance and develop her professional practice. This helps her to build further on her understanding of how to meet the individual needs of children in her care. For example, she has strengthened her knowledge of how to support children with asthma and of safer sleep guidance. Parents provide positive feedback and speak highly of the warmth and care that their children receive.

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Curriculum and teaching Strong standard

Children are motivated to learn and explore. The childminder has a calm and highly encouraging approach that contributes to children's focus and determination as they complete tasks and activities. The childminder understands the importance of a shared approach to learning. She persistently gathers information about what children learn at other settings that they attend and works with parents to support this. This contributes to a curriculum that builds on what children know and can do, including their experiences at other settings.

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Curriculum and teaching Strong standard

The childminder plans and implements an inclusive and ambitious curriculum that takes account of what children are interested in. She adapts her teaching methods to support learning, for example by using objects for reference, repeating correct words when speaking with children and using visual aids. Children remain engaged for extended periods, for example as they complete increasingly challenging puzzles to support their hand-eye coordination. The childminder introduces mathematical language as children play with dough. She uses gestures to help younger children understand positional language, such as 'on', 'under' and 'beside'. The childminder uses familiar books to help children recognise shapes and colours. She reads stories in engaging ways, and children show that they develop a love of books. They approach the childminder with books they have chosen from the local library for shared stories.

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Inclusion Strong standard

The childminder closely considers how to reflect children's abilities, backgrounds and languages in her curriculum, reflecting on what children know, hear and see. The childminder encourages children to recognise and value their similarities and differences. She speaks positively with children about their different features and those of family members as they make representations of themselves. Children hear sounds and music that they recognise from home.

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Inclusion Strong standard

The childminder takes prompt action when potential gaps in children's development emerge. She involves parents in her ongoing assessments and agrees action plans. She knows how to seek more specialist support and works other professionals when this is required. The childminder has high expectations of all children. She completes training to enhance her knowledge of how to develop children's speaking skills, including for children who speak or hear languages other than English at home.

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Inclusion Strong standard

The childminder reviews children's progress with parents and implements an inclusive curriculum that takes account of the differing needs and circumstances of children in her care. For example, she organises regular visits to the local library to increase children's opportunities to enjoy stories, songs and rhyme in larger groups.

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Leadership and governance Strong standard

The childminder demonstrates a high level of commitment to making continuous improvements. She is ambitious for the children in her care and for herself. This supports children's learning and development. The childminder carefully plans how to further develop her knowledge, using the needs of children in her care as a basis for her own learning. She evaluates the training and development opportunities that she participates in. This helps to ensure learning is embedded into her practice and has a real impact on what children experience.

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Leadership and governance Strong standard

For example, the childminder has reflected on the benefits of increased outdoor learning experiences to help children explore, extend their language and develop their curiosity.

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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 builds close relationships with children and their families. Children benefit from the consistently warm support and affection shown to them by the childminder. Older children mirror the positive and encouraging interactions that they experience, as they play alongside their younger friends. Younger children who are sometimes less confident show that they are happy and well settled in the childminder's care. They snuggle onto laps and offer unfamiliar adults their books and resources to share or play with. Children focus and show persistence in their learning from an early stage. The childminder promotes a shared approach with parents and other professionals, including teaching staff at schools that the children attend. She knows children very well. This helps her to constantly implement

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Inspector:

Kareen Jacobs activities and routines that meet children's individual care, learning and development needs well.

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Inspector:

The childminder is ambitious for children, and they make rapid progress from their starting points. For example, younger children receive strong praise as they balance unaided on wheeled toys and descend slopes. The childminder provides opportunities for children to develop their physical skills well. She encourages them to explore and notice changes in the natural environment as part of regular local outings outdoors. The childminder quickly identifies and addresses potential barriers to children's learning. She consistently involves parents when children do not progress as expected or need more specialist support. This contributes well to the progress all children make. The childminder closely considers the backgrounds and languages of children as part of the curriculum. She helps children to understand and value what makes them and their friends unique to each other, different communities and the world around them.

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Inspector:

Children receive good support from the childminder to develop their communication and language. They share their ideas, express how they feel, and recall events and characters during stories. Children show that they are confident learners who are curious and eager to explore. This prepares them well for future learning and for their move to school.

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Next steps

Childminders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children 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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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: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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