Childminder

Childminder

Unique reference number (URN): EY551161 Registered with Ofsted: 01/09/2017 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 childminder is highly knowledgeable on child development and pays close attention to children's ages and stages of development to plan for what they need to know next. She recognises children's preferred learning styles and implements these into practice. This helps to ensure that children are consistently engaged in their learning.

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Curriculum and teaching Strong standard

The childminder consistently adapts her practice to suit all children, including children with special educational needs and/or disabilities. She uses assessment to check what children know and can do and tailors her teaching to children's different starting points. The childminder ensures that children of all ages have a suitably differentiated curriculum. This includes a focus on the prime areas of learning and a priority for the youngest children, with their emerging walking skills, of supporting their physical development. The childminder pays close attention to children's personal, social and emotional development. She recognises that children need to feel emotionally secure in order to fully engage in and benefit from further learning experiences. She ensures children have a thorough settling-in period when they join and works closely with parents to find out their children's interests so that she can meet their needs and develop secure bonds.

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Curriculum and teaching Strong standard

The childminder promotes a love of stories and songs. She reads to the children regularly and has a daily song time to support children's emerging language skills, building their vocabulary and communication. She prioritises children's mathematical development, as she has recognised that this is an area that is not yet secure for some children. The curriculum is well planned and sequenced to develop children's knowledge and skills across all areas of learning.

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Inclusion Strong standard

The childminder consistently makes a positive difference for children who have been identified as needing extra support. She recognises children's emerging needs quickly and accurately, making sure that they receive effective and timely support and intervention. Drawing on her recent training, the childminder uses continuous monitoring and assessment to understand and address children's diverse needs.

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Expected standard

The childminder is committed to improving outcomes for children with special educational needs and/or disabilities. She monitors their individual progress and works closely with families, professionals and external agencies to shape the opportunities and experiences children receive. This helps to ensure that children receive an appropriate level of support when needed. The childminder has equally high expectations of all children.

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Expected standard

The childminder is consistent in making sure that any barriers children face are swiftly identified. For example, a recently introduced den for self-regulation has enabled children to have the quiet and calm needed when they feel overwhelmed. The has had a positive impact on the setting and children's wellbeing.

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Expected standard

The childminder is knowledgeable on the actions she needs to take to reduce barriers through strategic support, reasonable adjustments and adaptations to her practice. She is committed to her role and promotes the local offer to help families to find out what support is available and how to access it. Parents are highly positive about the care and attention to detail their children receive.

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Achievement Expected standard

Children access a broad and balanced curriculum that helps to ensure that they embed skills across all areas of learning. The childminder follows children's interests and provides plenty of opportunities for children to explore freely and lead their own learning. She is a skilled teacher and plans activities that build on what children know and can do so that they gain the knowledge and skills needed for later success. All children make positive progress from their starting points, including children with special educational needs and/or disabilities.

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Achievement Expected standard

The childminder tracks children's progress through the curriculum to ensure skills are embedded in the prime areas, particularly communication and language, as a base from which children can thrive in all areas. The childminder's positive interactions give children the motivation and confidence to try new things, and they demonstrate a sense of pride in their achievements. The childminder prioritises children's school readiness and is making efforts to encourage children's independence by allowing them more opportunities to carry out tasks independently, such as putting their own coats and shoes on. She also takes the children on various outings in the local community so they gain confidence in social situations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She has created a culture of kindness, care and respect, with clear and consistent routines established. Children listen well and follow the childminder's gentle instructions and guidance. She teaches children to understand and manage their own emotions. The childminder supports all children to thrive in her care. Relationships are forged on trust and warmth, with children readily coming to

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Needs attention

her for cuddles and comfort. Children are developing noticeably positive attitudes to their learning.

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Needs attention

The childminder promotes children's regular attendance. She recognises that this helps children to form good habits for future learning and works closely with parents to support this. The structured, yet flexible, daily routines help to ensure that children know what to expect and gain the confidence and resilience to try new things. This has a positive impact on their learning. The childminder implements some well-considered adjustments for children with special educational needs and/or disabilities. Older children demonstrate eagerness to help younger children and receive reinforcing and specific praise for their efforts. All children are forging close friendships and play together amicably.

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Leadership and governance Expected standard

The childminder has a clear and ambitious vision for providing high-quality education and care. Her self-evaluation clearly identifies areas of strength, such as her inclusive practice. This also highlights areas for future development, including enhancements to the setting and offering more ways to strengthen children's mathematical knowledge. These high ambitions help to prepare all children for the next stage of their education.

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Leadership and governance Expected standard

The childminder has forged secure relationships with parents and other professionals and is committed to making any necessary improvements. She shares information with parents about their children's development, including the progress check at age two, and supports parents to extend their children's learning at home. The childminder is reflective in her approach and prioritises her professional development. The impact of this has been of particular benefit to children with special educational needs and/or disabilities due to her inclusive understanding and support of individual children's needs.

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Leadership and governance Expected standard

The childminder balances her own wellbeing needs by working a three-day week. She attends regular training on her days off and makes use of her local council drop-in sessions if she needs advice or support. This helps her to stay up to date with any new requirements.

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Children's welfare and wellbeing Needs attention

The childminder has created appropriate policies and procedures to demonstrate that children's welfare is promoted. However, some of these are not implemented well enough to ensure children are kept safe. For example, safer sleep practices are not followed consistently because sleeping children are not frequently checked. Furthermore, the childminder does not follow government guidelines for safer sleeping, as she places a large soft toy in the cot with the children. When this occurs, children's safety and wellbeing are compromised, and this is a breach of requirements.

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Children's welfare and wellbeing Needs attention

The childminder has created a nurturing environment for children of all ages. Babies form secure attachments, and routines for their weaning and feeding are warm and responsive. Children receive healthy, balanced and nutritious food and drinks. The childminder works closely with parents to create a positive culture that promotes their understanding about healthy food choices and oral health. She supports parents to understand the risks of using digital technology and teaches children how to keep themselves safe online, as well as reducing screen time.

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Children's welfare and wellbeing Needs attention

The childminder also teaches children to manage their own risks safely, such as offering gentle reminders when climbing and running, and telling them to finish chewing before placing more food in their mouths. The childminder's care practices are tailored effectively to meet children's individual needs. They are gentle, warm and supportive and promote children's welfare, wellbeing and emotional security.

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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 demonstrate confidence and enjoyment in this setting and are achieving well. The childminder is warm and engaging. She readily adapts her practice to meet the needs of the different ages and stages of the children in her care. She has created a curriculum that helps to ensure children learn the necessary skills across all areas of learning. Children are happy and engaged in the activities provided. They listen and respond to the childminder's suggestions and are developing positive attitudes to learning. Their social skills are promoted well during the various weekly outings and groups, such as to a music group, the library and local parks.

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

Children are learning to manage their own feelings and can articulate when they need some quiet time. The childminder recognises and responds to children's cues and has created a cosy area for reflection and self-regulation for children to use as needed. All children are making timely progress from their staring points. Children who have been identified as needing additional support are given the focused attention they need. Partnerships with parents and other professionals are well established. Through regular communication, monitoring and assessment, the childminder is highly impactful in her practice for the children who need it the most.

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

There are some areas of practice that need strengthening. The childminder needs to ensure she carries out regular checks on sleeping children and follows the published guidance on safer sleep practices. The childminder recognises the importance of children attending her setting consistently. She ensures she follows up on any absences in a timely manner. Her partnerships with parents and carers are secure, and she has forged solid relationships due to her regular communication and feedback.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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About this setting

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

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About this inspection

The inspector spoke with the childminder 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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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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