Childminder

Childminder

Unique reference number (URN): EY547989 Registered with Ofsted: 29/08/2017 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has a positive relationship with all children and is highly passionate about promoting their personal, social and emotional development. It is a key aim of her curriculum and focus in her provision. Children learn to care, be kind and play well with their peers. The childminder very much supports and encourages independent sharing and conflict resolution between children. She skilfully adapts her expectations based on their age, stage and individual needs. Children routinely use a sand timer to help them to share resources and take turns between them. The childminder ensures this is a consistently applied approach within her provision. This is a very positive aspect of practice, as children fully understand when they might need the sand timer, how to use it and why they use it as well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps to instil kindness within her home, including towards the environment and each other and also further afield. For example, she teaches children to understand the importance of taking care of nature and the planet, including animals and wildlife. The childminder has recently started to introduce children to the concept of recycling and giving back to the local community through routine charity work as well. The childminder monitors children's attendance and understands fully her responsibility to act swiftly if she has any concerns about a child's whereabouts.

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Children's welfare and wellbeing Strong standard

Children are happy and clearly have a positive bond with the childminder and their peers. They rapidly learn to recognise, express and manage their emotions with confidence. Children evidently enjoy their time at this provision. The childminder places a strong focus on promoting children's welfare and wellbeing and does so to an excellent standard. The childminder prioritises children's care needs and has suitable provision for managing these, while also encouraging their growing independence. For example, children line up to take turns using the bathroom and washing their hands before lunch, and they sit down at the table to eat their meals with ease. The well-established daily routines ensure children's needs are met.

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Children's welfare and wellbeing Strong standard

The childminder has many ideas she implements to support children to keep themselves healthy and well. She involves children in sourcing food, such as collecting eggs from her chickens in the garden. The childminder cooks with children with fresh fruits and vegetables.

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Expected standard

For instance, they recently made a healthy pumpkin soup. She provides advice and guidance to parents and carers on how to help their children stay healthy and well continuously as well.

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Expected standard

The childminder is also very passionate about teaching children to keep themselves safe. She has introduced children to the topic of people who help them, fire safety, water safety and online safety topics in an age-appropriate way. The childminder has fully involved children in risk assessing her new garden pond to the extent that they are able to tell her how to make it safe and secure it every time they play outside.

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Inclusion Strong standard

The childminder is highly inclusive and provides children with special educational needs and/or disabilities (SEND) excellent support. She is committed to breaking down barriers to children's learning and offers a very bespoke and tailored approach for children with SEND and their families. The childminder knows these children very well, and she works very closely with their parents and carers, other provisions that these children attend and varied professionals. This helps to ensure that all those involved in the lives of children with SEND share two-way information about their care and learning and provide collaborative help and support.

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Inclusion Strong standard

The childminder goes above and beyond to conduct her own research and access online training. She has recently introduced British Sign Language into her provision and is now teaching this to children routinely. The childminder spends additional funding very well and puts children with SEND and their families at the centre of her decision-making in this regard. She carefully monitors the progress children with SEND make and implements targeted play plans as required. This helps to narrow any potential attainment gaps so children with SEND can achieve as well as their peers and they do not fall behind across any aspect of their learning. These children are prepared for the future, which helps to ensure a smooth transition when they move on.

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Achievement Expected standard

All children typically make at least expected progress overall across all aspects of their learning. Children with special educational needs and/or disabilities (SEND) make excellent progress due to the focus the childminder places on the education of these children in the provision. The childminder recognises that her planning method and approach to teaching require further consideration to help give all children the opportunity to excel more broadly in their development. That said, children's personal, social and emotional development is a key focus for the childminder, and, as a result of her approach, children are excelling in this aspect of their development. Children are fiercely independent, and they are confident talkers. They enjoy independently singing familiar songs during the day and looking at books with the childminder. This helps to build on their communication, language and literacy skills.

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Achievement Expected standard

All children, including those with SEND, are suitably well prepared to move on to the next stage of their learning, including school.

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Curriculum and teaching Expected standard

The curriculum is typically well taught. The childminder knows children well and makes accurate assessments of their development. She plans broad and varied activities and experiences, which she adapts very successfully for children with special educational needs and/or disabilities. They are seamlessly supported to join in with their peers and fully included in all aspects of the provision. However, the childminder's planning does not consistently align as closely as possible to every child's key next steps in learning to help provide all children with the opportunity to excel.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is a high priority at this provision. The childminder interacts with children positively and at their level. She talks to children continuously, and they also interact with and talk to their peers in play. This helps to enhance their vocabulary and listening and social skills. Children enjoy engaging in games in small groups, such as Christmas themed small-world play, completing puzzles and sorting, colour matching and counting objects. This particularly helps to build on their knowledge of mathematical concepts. However, on occasion, the childminder lacks confidence in her teaching. She does not consistently adapt her own teaching practice as skilfully as possible to help enhance some children's individual learning even further as they interact and play.

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Leadership and governance Expected standard

The childminder manages the provision well and routinely keeps herself up to date. She is highly knowledgeable about her child protection responsibilities. She conducts research, including local area safeguarding information, and is aware of current issues that could affect children and their families in her area. The childminder works very collaboratively with parents and carers and other relevant professionals as well, particularly relating to supporting children with special educational needs and/or disabilities. Parents are very happy with the service provided. The childminder routinely keeps them updated, and there is very cohesive two-way working between them, including sharing information about children's care, wellbeing and development.

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Leadership and governance Expected standard

The childminder knows her key strengths and her areas for development. For example, she has recently worked on enhancing her mathematics curriculum, which is evident in her practice with the focus she places on explicitly teaching this topic to children. The childminder has also identified some key areas for development linked to her planning approach and her confidence in teaching. However, she is yet to begin to proactively tackle these herself, as she is awaiting her next local authority advice visit to progress in this area. Therefore, at present, there is no measurable impact of this yet on the quality of the provision children benefit from.

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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 very happy, settled and content attending the childminding provision. They are highly confident and welcome new people into the setting with ease. They are proud of their setting and are keen to talk to new people and show them around. The environment is really well resourced. The childminder offers all children broad learning opportunities that are focused on promoting different aspects of their learning. The childminder is highly inclusive. She interacts with children positively and at their level. Children show good levels of engagement in activities and learning. They display positive attitudes towards their learning as they maintain interest and persist with tasks well. Children with special educational needs and/or disabilities are very well supported and consistently excel in their learning.

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Inspector:

Josephine Heath Children's personal, social and emotional development is a key focus in this setting. Children learn to care, be kind and play well with their peers. The childminder promotes children's growing independence as she encourages them to make choices about what they want to do, manage their personal care when ready and share resources and resolve conflicts between themselves. Children's welfare and wellbeing are given a high priority. The childminder promotes respect in her setting and values and ensures children's privacy at all times. She has an ethos of promoting lots of outdoor physical exploration and play. The childminder has recently spent time revamping her garden and enhancing the provision available for children outside. The childminder's home is easily accessible, tidy and clean. Children are supervised at all times, and the childminder expertly teaches children how to keep themselves safe as well.

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Next steps

The childminder should strengthen planning and focus more accurately on children's key next steps in learning to help all children make consistent progress. The childminder should adapt teaching more skilfully in the moment to consistently provide children with the opportunity to excel.

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About this inspection

The inspector spoke with the childminder, parents and carers 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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

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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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