Childminder

Childminder

Unique reference number (URN): EY281318 Registered with Ofsted: 17/03/2004 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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Children's welfare and wellbeing Strong standard

The childminder knows children and their families exceptionally well. The childminder and her assistants build secure loving relationships with children, who naturally gravitate to their preferred key person. Children build a sense of emotional security and younger children confidently seek reassuring cuddles when they feel tired. The childminder is responsive and sensitively adapts her routine to enable children to nap.

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Children's welfare and wellbeing Strong standard

Children have lots of opportunities to gain an understanding about physical health and exercise. They enjoy exploring the childminder's well-resourced garden and go on regular outings to local places of interest. The childminder also helps children to learn about their own safety. For example, she talks to children about 'stranger danger' and only talking to other adults if they are with familiar with them.

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Children's welfare and wellbeing Strong standard

The childminder researches information around obesity in young children. She shares ideas with children and parents to support healthy diets and lifestyles. For instance, the childminder explains how fresh water rather than sugary juices helps to promote children's healthy teeth. Children benefit from healthy and nutritious meals as the childminder encourages them to try different foods and talks to them about making a healthy choice.

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Achievement Expected standard

Children make positive progress in their learning, particularly in language skills. As they progress and use full sentences, they learn descriptive words to extend their vocabulary further. Where delays in children's communication skills are identified, they are effectively addressed by the childminder. All children speedily become confident communicators.

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Achievement Expected standard

Children develop their mathematical skills and rise to the challenge, when the childminder introduces simple number problems. For example, when tidying away they practise counting the toys. They also successfully count the Christmas parcels and recognise changes in quantities when parcels have been added or removed. However some planned activities occasionally lack opportunities for children to practise their fine motor skills or consolidate these skills before moving on to the next stage in their fine hand development.

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Achievement Expected standard

Children's independence is fostered well, they learn about personal care skills and the importance of handwashing. Older children put on their own shoes and coats to use the bathroom independently. These abilities benefit children, when they eventually transition to attending school.

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Behaviour, attitudes and establishing routines Expected standard

Children have forged positive interactions with their friends who also attend. They grow in confidence and thrive on praise from the childminder, when she congratulates them on their achievements. The childminder and her assistants provide a nurturing environment that supports emotional wellbeing, with routines that help children feel prepared and eager to take part in the exciting day ahead of them. The childminder's welcoming and homely setting helps children to feel settled and secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a great role model and helps children to understand how to share the toys to resolve minor conflicts. She teaches children how to manage their feelings and emotions. When they experience difficulties with sharing, the childminder gives age- appropriate, consistent guidance and gentle reminders to children about her expectations for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder also places a high importance on developing children's self-awareness and self-identity. She values children as individuals and takes time to get to know their likes, dislikes and interests. This helps to support their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder emphasises to parents the importance of punctuality and children's attendance. She is alert to the changing circumstances of individual children and their families and monitors their attendance. The childminder actively promotes to parents the benefits this can have to help children to develop good habits and have well-established routines.

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Curriculum and teaching Expected standard

The childminder uses assessments to evaluate children's starting points. She also uses this to tailor a well-sequenced curriculum that supports all areas of development. The childminder adapts activities to meet the needs of every child. She regularly monitors children's achievements to plan for their next steps in learning.

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Curriculum and teaching Expected standard

The childminder takes great pride in the children's achievements. Collectively, the childminder and her assistants have high ambitions for every child to succeed to the best of their ability. Creative opportunities are abundant and are a strength in the setting. Children of all ages enjoy using a range of textures and materials, such as dough, glue and glitter, during Christmas crafts. The childminder provides children with lots of encouragement, when they are attempting to master new skills, such as cutting with scissors. However, on occasion, she does not fully implement her planning for the curriculum to fully support skill consolidation.

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Curriculum and teaching Expected standard

Using innovative home-made counting games, the childminder supports children's mathematical skills well. They learn how to recognise sequences, numbers and shapes. They count Christmas parcels as they award them to a stick man character.

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Curriculum and teaching Expected standard

The childminder helps babies develop their personal and emotional development alongside providing lots of lots of opportunities to develop their speech and language. They enjoy snuggling into the childminder with a book. Language development is prioritised, with the childminder introducing new vocabulary during play, she listens and responds to younger children's communication. The childminder models and mirrors the correct pronunciation and introduces new words. This helps to enhance children's understanding and speaking skills.

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Inclusion Expected standard

The childminder has a wealth of experience and is committed to supporting children with special educational needs and/or disabilities. She swiftly identifies any gaps in children's development. The childminder has completed targeted training to support children with language delays and autism. Through collaboration with professionals and an inclusive approach, emerging delays in children's progress and barriers for learning are reduced. This helps to ensure all children are able to make the best possible progress.

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Inclusion Expected standard

The childminder is also acutely aware of how to promote to parents and carers the benefits in obtaining extra support or funding to help their children to achieve further. She also ensures that she shares information and learning ideas with parents to help instil a consistent approach between her setting and children's homes. For example, she shares the benefits of reading children's favourite books so they can support their love of reading and learn new words.

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Inclusion Expected standard

The childminder also ensures that children learn about their heritage and different family backgrounds. For example, children have created their own family trees This enhances their sense of belonging and understanding of the differences between themselves and others.

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Leadership and governance Expected standard

The childminder and her assistants are highly qualified and are passionate about providing a high-quality service to children and their families. They are committed in obtaining training relevant to the individual needs of the children in their care. The childminder places an emphasis on professional development. She actively encourages her assistants to access training opportunities to help enhance their expertise further. Alongside mandatory training, such as safeguarding and first aid, the childminder has attended training regarding awareness of autism and bereavement training.

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Leadership and governance Expected standard

Relationships with parents and carers are positive. The childminder shares lots of information at an early stage regarding children's routines, temperament and previous learning experiences. This helps to assure children's emotional wellbeing. The childminder communicates to parents about their children's learning and development achievements. She shares ideas on how to help children to learn, to support a consistent approach to their learning.

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Leadership and governance Expected standard

Parents value the childminder's support they have received around bedtime routines and the benefits of reading stories to their children. They welcome how the well-organised settling-in sessions have helped their children quickly settle and be emotionally secure in the care of the childminder and her assistants.

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Leadership and governance Expected standard

The childminder regularly updates parents on children's development and next steps for learning. Parents comment that they feel assured that the childminder has a positive effect on children's overall development and wellbeing. The childminder has forged professional links with the local feeder schools so that she can support children to acquire the expertise for their transition to school or 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

The childminder provides a safe and nurturing environment for children who attend the setting. She gets to know children and their families at an early stage. The childminder discusses with parents information about children's prior learning and care routines, before they start to attend. As a result, children quickly settle and form positive relationships with the childminder and her assistants. This supports children's emotional wellbeing.

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

The childminder knows each child and their individual characters and needs exceptionally well. Children are settled and self-confident and have forged positive interactions with their friends who also attend. Children are enthusiastic to join in a range of stimulating activities and are succeeding in all aspects of their learning and development. The childminder adapts the activities so that children of all ages and abilities can be included. She has specially designed steps, so all children participate and feel involved. Children also have lots of opportunities to be independent and gain belief in their own abilities. They enjoy preparing the lunch and are helped to cut up their own fruit, which they then enjoy eating.

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

Children develop of love of literacy and reading. The childminder brings stories to life, when she takes children to visit local parks to collect sticks. The children use these to create their own stick man character from their favourite story book. Children have lots of opportunities to develop their language and communication skills. They are confident communicators as the childminder pronounces the correct words and sounds when engaging in communication with them.

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About this setting

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

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Next steps

The childminder should plan and implement activities more precisely to help children develop their fine motor skills to gain the skills for their next stage of learning.

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About this inspection

The inspector spoke to the childminder, her assistants, parents 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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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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