Childminder

Childminder

Unique reference number (URN): EY289156 Registered with Ofsted: 25/06/2004 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

Over time, all children, including children with special educational needs and /or disabilities (SEND), build on their existing skills. Despite a small weakness in the delivery of some group times, all children still make sustained progress due to the childminder ensuring that children leave the setting very well prepared for school.

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Achievement Strong standard

Children benefit from ideas and activities they enjoy at the setting being replicated at home. This consistency supports their continuous learning and children, including children with SEND, demonstrate high levels of confidence and independence.

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Achievement Strong standard

Children are confident talkers and use language well as they play. For example, children discuss whose turn it is next as they play matching games. Pre-school children have enough language to be able to explain how they are feeling and to negotiate and work together with their peers.

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Achievement Strong standard

Children develop their learning during outings and group activities, where they build social skills with a wider group of children. This also helps them to be confident in new situations. Children develop their physical skills as they balance, jump and show increasing coordination in tasks, such as dressing dolls. They develop their finger strength and skills of manipulation.

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Behaviour, attitudes and establishing routines Strong standard

The childminder expects children to behave well. She has developed close and loving bonds with children and they respond incredibly well to her, demonstrating listening skills that will support future learning. The childminder models consistently kind, caring and considerate behaviours. Children copy her and demonstrate exemplary behaviour for their age and stage. Children consider their friends, turn-take and work collaboratively on tasks. For example, they collect and put away resources after they finish playing a game. When disputes naturally occur, children are skilled in negotiation and manage to sort out small disagreements independently. On the occasional times when younger children find activities are beyond them, the childminder responds, acknowledging and verbalising for children as they express themselves. This helps children to understand emotions and how to express them

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Expected standard

The childminder plans and teaches children the routines effectively and children are eager to be involved. For example, they are delighted to help prepare snack. Even the youngest children show secure knowledge of what will happen next in their day as they toddle to their high chair at snack time and point, lifting their arms to be seated. Children's attendance is excellent. The childminder supports this by being flexible, for example offering alternative sessions to accommodate medical appointments. This helps all children to get the maximum benefit from their time at the setting.

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Children's welfare and wellbeing Expected standard

The childminder gathers information as children start at the setting, such as allergies, medical needs and likes and dislikes. This helps her to provide appropriate care to keep children safe and well and settled in her care. Children demonstrate the close and loving bonds they have developed with the childminder by snuggling close to her for a story. Parents and carers comment that their children are eager to attend and settle quickly.

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Children's welfare and wellbeing Expected standard

Children have a healthy diet and they confidently talk about foods that are 'good for teeth'. They know their bodies need food for energy and that they get tired when they are hungry. The childminder encourages children to learn language about emotions as they discuss how characters might feel in a book. Children become familiar with this language and use it to express themselves.

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Children's welfare and wellbeing Expected standard

The childminder helps children to consider the space the need when they are balancing, to make sure they do not wobble into their friends. This helps children to assess their own and others safety.

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Children's welfare and wellbeing Expected standard

The childminder talks to parents to learn about their routines at home. This helps her to provide care that is familiar to children. For example, she follows children's sleep routines from home, which helps children to feel secure. Children's wellbeing is well supported, and they are confident and happy.

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Curriculum and teaching Expected standard

The curriculum is generally well planned to support children's progress across the 7 areas of learning. The childminder plans well to support children to develop skills in readiness for their eventual move to school. For example, children develop their social skills. They become increasingly independent as they manage tasks, such as putting on their own coats. She supports children's physical development, such as she encourages them to carefully manipulate creative resources. The childminder uses everyday experiences to promote learning. Children count pieces of fruit onto their plate at snack. This helps children to be familiar with numbers and their counting skills improve.

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Curriculum and teaching Expected standard

The experienced childminder observes children to help her assess what they currently know and can do. She uses this assessment to plan their learning. The childminder generally adapts activities to promote each child's next steps. However, on occasion, learning is more appropriate for older children. For example, she offers craft activities that are too difficult for younger children. This means they lose interest and drop the art materials on the floor.

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Curriculum and teaching Expected standard

Children's language development is especially well supported. The use of books and the childminder's skilled reading of stories support children to build a wide vocabulary. Younger children point to and name pictures on the page while older children eagerly discuss what might happen next in a story.

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Inclusion Expected standard

The childminder is experienced and knowledgeable. She is able to quickly assess children and identify what they need to learn next. The childminder knows the skills that will help children as they transition to school, such as being able to work in a group, be independent and be able to communicate clearly. She offers children activities that promote these skills.

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Inclusion Expected standard

The childminder's close partnership with parents and carers helps her to know what is currently happening in children's lives. For example, she is aware if there is a new baby, or if children have had a change in routine. The childminder uses this knowledge to adapt her provision. For example, she adjusts the routine if children are particularly tired. This results in children being able to fully engage and make the most of their day.

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Inclusion Expected standard

The childminder also works in partnership with other professionals who work with children in her care. This helps her to offer tailored care for children with special educational needs and/or disabilities. In addition, she carefully considers the best use of any additional funding children receive. She involves parents and other professionals in deciding what to purchase, so that the best use is made of these funds.

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Inclusion Expected standard

The childminder has discussions with children about traditional stereotypes, such as boys using a blue pushchair and girls using a pink pushchair. This helps children to think about and challenge stereotypical behaviours.

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Leadership and governance Expected standard

The childminder is knowledgeable and experienced. She considers outings that support the children currently attending. For example, the childminder stopped some attending a group as pre-school children had outgrown it and it no longer supported their learning. She knows children well and this generally helps her to provide appropriate care and learning.

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Leadership and governance Expected standard

The childminder uses reflective practice to make adaptions and to meet children's needs. She maintains all her mandatory training. In addition, she attends online courses and shares learning with colleagues. However, her learning is not always sharply focused professional development on the needs of children currently attending. Therefore, new learning does not consistently lead to continual improvements in practice.

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Leadership and governance Expected standard

The childminder wants children to do well and has high expectations for each child. However, occasionally, learning is focused on the older children and, as a result, the younger children are less involved at these times. That being said, the childminder generally adapts learning to meet children's individual needs. The childminder is able to identify where children have gaps in learning. She knows the importance of taking swift action to support children to progress.

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Leadership and governance Expected standard

Strong partnerships are in place with parents and carers and other agencies that support the children in her care. This helps children's learning to be consistent and they are well prepared in readiness for their next stage of learning.

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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 are happy, confident and settled in the care of the experienced childminder. Parents say children look forward to attending and they value the close bonds the childminder has with children. Children demonstrate feeling safe and secure as they snuggle close to the childminder to enjoy a story. The childminder knows children well. She plans learning that she knows they enjoy. For example, children engage enthusiastically with matching games based on their favourite characters. Children show a good attitude to their learning.

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

The curriculum is well planned to cover all areas of learning. The childminder uses her assessments of children to plan next steps and children to make continual progress. For example, as children master counting to 5, the childminder offers resources to support counting to 10.

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

Children benefit from visiting the library, which supports their love of books. Children listen to stories, joining in with familiar phrases. They communicate well. Even young children hold conversations with their friends. The childminder supports children's social development. For example, she meets up with other childminders. This allows children to mix with a wider group of children. Children demonstrate good social skills and cooperate well during play. When small disagreements occur, the childminder is on hand to help children resolve these. Children become increasingly able to problem solve and manage minor conflict positively.

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

The childminder is able to quickly identify where children have gaps in learning and can explain how she supports children, including making referrals to specialist services as needed. In addition, she carefully plans resources so that children can access all parts of the routine. For example, she provides steps so children who cannot reach the sink are still able to wash their hands. This supports children as they develop their independence skills.

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

The childminder wants children to do well, she is proud of their achievements, offering encouragement and praise as children play. Children copy her kind and positive behaviour. For example, they show care for their younger friends. Children have a tremendous time at this welcoming and homely setting, which prepares them for their eventual transition to school.

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Next steps

The childminder should plan activities more precisely to take account of what younger children need to learn next. The childminder should focus professional development on enhancing her knowledge of supporting the individual needs of children currently attending further.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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About this inspection

The inspector spoke to the childminder and considered feedback from parents during the inspection.

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About this inspection

We carried out this inspection under section 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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