Childminder

Childminder

Unique reference number (URN): EY426366 Registered with Ofsted: 06/06/2011 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 many opportunities to develop a wide range of skills. Children, including children with special educational needs and/or disabilities, are regularly introduced to interesting activities and experiences that keep them consistently motivated to learn. This includes extending experiences that children have when away from the childminder's setting. All children achieve very well from their starting points, across all areas of learning. For example, babies and young children quickly learn to feed themselves. Within short periods of time children begin to self-select resources and handle books with care. Children who need additional support with their communication and language begin to vocalise names when they are shown photos of family members. Children start to move around and explore the learning environment confidently. Children of all abilities achieve well and demonstrate the swift progress that they make. All efforts and achievements are celebrated.

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Achievement Strong standard

Children are very well prepared for their next stages in learning and the move on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's reassuring and consistent approach supports children, including children with special educational needs and/or disabilities (SEND), to understand what is expected of them. The childminder uses methods such as turn-taking games to help children to behave and play together well. She maintains a calm environment, and her clear explanations help children to understand the impact of their actions. Children quickly learn not to throw books or toys, and understand why. The childminder explicitly teaches children how to respond appropriately to any unwanted behaviours from their peers, using words and actions that she consistently models. The childminder agrees individual arrangements with parents to ensure regular and punctual attendance. She is persistent in her attempts to help children understand routines and what to expect next. For example, the childminder consistently uses photos of close family members to support children with SEND to understand

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Behaviour, attitudes and establishing routines Strong standard

personalised departure routines. They begin to respond excitedly when the childminder shows them photos of family members at the end of the day. Mealtimes are relaxed and promote children's social skills. The childminder eats with children and speaks about different foods and how they benefit their bodies. Children who are reluctant gradually begin to try new tastes because of her supportive and gentle approach.

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Children's welfare and wellbeing Strong standard

The childminder builds trusting and lasting relationships with children, parents and carers and other family members. She knows what makes children feel more secure and able to learn, such as cuddles before play. The childminder researches what may help children to make the best progress. For example, she has learned how movement affects the mood of children with special educational needs and/or disabilities (SEND) and gives them additional time to swing during park visits. Children learn how to maintain their health during relaxed and informative mealtimes. They are sensitively introduced to new tastes. The childminder tailors sleep routines to children's individual needs.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's emotional wellbeing. She shares and celebrates children's achievements and their uniqueness with all involved in their care. Children show that they are happy and joyful. Children quickly learn how to manage their feelings. The childminder uses a cosy chair and quiet area to soothe children and help them to regulate their emotions. These methods become needed less due to the rapid progress children make in their personal, social and emotional development. Children with SEND focus on tasks for extended periods and are given ample time to practise their skills. The childminder celebrates what makes children unique. Children quickly gain confidence in themselves and their growing abilities.

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Curriculum and teaching Strong standard

The childminder understands and regularly adapts her curriculum and activities to meet the individual developmental needs of children. She provides an inviting and well-organised home learning environment that allows children the space and opportunity to explore independently and develop their curiosity. Children benefit from the childminder's skilful teaching and inclusive, child-centred curriculum. The childminder closely observes children's responses and is sensitive to their needs. This enables her to work out how best to really engage children in learning. For example, the childminder recognises when children with special educational needs and/or disabilities (SEND) show interest in coloured mirror shapes. They go on to explore rotation and motion, pretending to drive as they peer closely at reflections or while spinning wheels on small vehicles. The childminder routinely uses sign language and visual aids to support children's learning. Her skilful assessment and

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Curriculum and teaching Strong standard

teaching support all children's learning from their starting points. The childminder models how to match and count. She encourages children to notice patterns and name colours as they use familiar or self-chosen toys. The childminder speaks often with children about what they do. She frequently introduces descriptive words alongside nouns to extend the vocabulary of children with SEND. The childminder regularly uses community resources to extend children's learning experiences. This helps children to further build their vocabulary and develop their social skills.

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Inclusion Strong standard

The childminder provides a highly inclusive and welcoming service. She works very closely with parents and carers to understand the developmental and day-to-day needs of their children. This helps the childminder to promptly address issues that may affect a child's ability to settle, play or learn, such as a lack of sleep prior to arrival at her setting. The childminder's secure and continually updated knowledge of child development helps her to implement a highly responsive and personalised curriculum. She is aware of the impact of delays in access to local specialist services. The childminder reflects deeply on how she can close emerging or identified gaps in children's development. Activities and routines are adapted daily to meet children's individual needs, depending on the childminder's observations of children's responses. The childminder closely considers the sensory needs of children with special educational needs and/or disabilities (SEND) as well as those who

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Inclusion Strong standard

are older or are most able to complete more complex tasks, for instance. She uses a range of methods, such as additional sensory experiences and sign language, to support children with differing abilities very effectively. She helps children to understand the different needs of their friends. Children with SEND are consistently engaged and motivated to learn and explore. They use stimulating and engaging resources that they enjoy and have frequent opportunities to repeat learning and practise skills.

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Leadership and governance Strong standard

The childminder is ambitious for all children, including children with special educational needs and/or disabilities (SEND). She regularly reviews the impact of what she does. For example, she monitors children's learning and their responses following recent changes to the home learning environment. She has reviewed and reduced documentation to enable an enhanced focus on children's learning. The childminder's focus on maintaining strong partnerships with parents and carers and seeking feedback helps to tailor her service to the individual needs of children. Children, including children with SEND, benefit from the childminder's consistently collaborative approach with parents and others involved in their care. Her deep knowledge of children and their families is evident in all aspects of her professional practice and development. The childminder works hard to ensure that children can access opportunities to further develop their learning. For example, she negotiates

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Leadership and governance Strong standard

earlier arrivals at local groups so that children with SEND are not overwhelmed. The childminder develops partnerships that support children with SEND to benefit from wider social interactions, such as during play dates and visits to baby siblings.

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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 consistently places children at the centre of what she does. Children of all ages and abilities show that they feel extremely happy and secure in the childminder's care. The childminder implements personalised arrangements and well-considered methods to help children to feel emotionally settled, including children with special educational needs and/or disabilities (SEND). For example, she introduces herself to children during visits to their homes before they start attending. The childminder promotes a highly collaborative approach with parents and carers, including towards promoting attendance. An ongoing two- way flow of information means that accurate observations of what children enjoy and can do are captured, wherever they are. The childminder adapts activities and routines to help

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Inspector:

Kareen Jacobs children quickly learn new skills and offers repeated opportunities for children to practise what they learn.

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Inspector:

The childminder accurately evaluates her service. She identifies ways to continue to strengthen opportunities for children's learning and development. For example, changes to her home learning environment have created more space and storage for resources. Children, including children with SEND, make very effective use of well-presented and accessible resources to support their play ideas. The childminder is respectful of all children. She responds promptly to their non-verbal cues, correctly interpreting these and supporting the choices that children make.

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Inspector:

The childminder is highly attentive to each child's needs. For example, she encourages children who are reluctant eaters to explore a wider range of foods. Children learn about the similarities and differences between each other in meaningful ways. They quickly begin to recognise the differing needs of their friends. The childminder's consistent approach helps children to understand what is expected of them. Children with SEND receive a high level of support from the childminder as they wait for specialist intervention. All children are very well prepared for their next stage in learning and their move on to school.

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Next steps

Leaders and those responsible for governance 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 pupils/learners, those with SEND, those who are known (or previously known) to children's social care, 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 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,Friday : 08:30 - 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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