Childminder

Childminder

Unique reference number (URN): EY318842 Registered with Ofsted: 16/12/2005 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 Expected standard

Children make progress from their starting points, including children with special educational needs and/or disabilities. They build their confidence and ability to speak and say words. Children are typically prepared for the next stages of their development, including starting school. For instance, children learn how to meet their own care needs. They develop important skills, such as listening and being able to follow a list of instructions.

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Achievement Expected standard

Children develop a love of books. They benefit from learning new words and practising words that they already know to support speech development. They enjoy repeating aspects of known books and learn how to discuss characters and explain what is happening in the story. Children develop secure mathematical skills. Babies count 'one, two, three', 2-year-old children count accurately to 10, pointing to objects as they count, and 3-year-old children excitedly say printed numbers they recognise when playing with blocks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder focuses on building loving and caring relationships with children. For instance, she offers cuddles and smiles and shows genuine care for children. Children respond with cuddles and smiles for the childminder and other children. The childminder supports children to think of others and be kind. For example, children learn to ask for toys they want to play with and to regulate their emotions. The childminder builds their skills through modelling polite phrases and encouraging children to copy. Children learn to ask for help and to be polite to others. For example, they say 'thank you' without prompting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance. She informs parents of the importance of children attending regularly to support their learning and development. This helps children to benefit from consistency and positive attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Children are motivated and mostly join in with activities. However, the childminder does not consistently make expectations of routines, such as tidy-up time, clear to children. This means some children do not take part. This does not fully support children to develop the behaviours for their next stages of development, including starting school. Also, it means that younger children are waiting and not actively learning while they wait. For instance, some children do not take part in preparing snack and continue to play. Other children then have to wait longer to eat while the table is tidied and made ready for the prepared fruits.

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Children's welfare and wellbeing Expected standard

Children learn to care for their own needs and build independence in their self-care. For instance, children learn to wash their own hands before preparing snack or eating. Older children learn to attend to their own toileting needs with increasing independence.

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Children's welfare and wellbeing Expected standard

The childminder has completed recent training on good practice in early years and provides healthy snacks and information for parents and carers on healthy eating. However, the childminder does not maximise opportunities to discuss and promote what makes healthy food choices. For example, when children talk about sweets, she does not use this as a discussion point for healthy eating. Although the childminder provides children with healthy snacks and encourages parents to send healthy lunches, children do not demonstrate an understanding of how fruits and vegetables help them.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's wellbeing and provides a caring environment for children. She builds strong and loving relationships with children. For example, she offers cuddles and reassurance when children hurt themselves. The childminder offers praise and reminds children what they have done well. This supports children's self-esteem and confidence to take pride in their actions.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to think about how to keep themselves safe. For instance, although she supports children to take physical risks, she also reminds them not to stand on chairs and asks them what might happen. This allows children to think about the consequences for themselves and build an understanding of their physical limits for their own safety.

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Curriculum and teaching Expected standard

The childminder monitors children's progress and ensures that children are progressing. For instance, she works with parents and carers to see how many age-appropriate words children can say and plans to teach and model words children are not yet communicating. The childminder uses training to support improvements to her practice. For example, she has learned to pause and allow children time to think when asking children questions. The childminder builds children's ability to articulate ideas. She supports children with speech and language delays to have the confidence to talk.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical knowledge and skills. Children learn words about capacity, such as 'full' and 'empty'. The childminder models how to count accurately and children copy. Children enjoy counting and often do this without prompting, showing independence and mathematical knowledge.

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Curriculum and teaching Expected standard

The childminder has a clear curriculum and understanding of what she wants children to learn. For instance, she focuses on the personal and emotional development of children and building confident and communicative learners. However, some adult-led activities are not planned, or adapted, to meet the youngest children's needs consistently. Although babies are engaged and keep trying, some resources and planned activities are too advanced for them to fully build new skills or practise those already achieved.

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Curriculum and teaching Expected standard

Children develop their physical skills. The childminder plans specific learning to support their large- and small-muscle movements. For example, babies build their balance and walking skills while playing in local parks. Older children learn to build their confidence to take risks and practise their coordination through climbing and going on swings.

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Inclusion Expected standard

The childminder monitors children's progress closely and identifies gaps in learning and development. She puts interventions in place when children face barriers to learning, such as for children with special educational needs and/or disabilities (SEND). She reviews children's progress to assess the impact of her support and adapts the strategies used if needed.

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Inclusion Expected standard

The childminder typically puts successful interventions in place to support children's progress from their starting points. She works with outside agencies and experts to ensure that adaptations are relevant. For instance, the childminder contacts health visitors and local authority advisers for support and advice on the strategies she has put in place. The childminder understands how to use funding for the children it is intended for to support their individual needs. For example, she would work with parents and professional experts to select impactful resources and other uses for the funding.

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Inclusion Expected standard

The childminder selects training to support the children's individual needs and barriers. For instance, she has used communication and language training to support children's speech and language development and provide greater focus on modelling words for correct pronunciation.

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Inclusion Expected standard

Parents and carers comment on the childminder's support and guidance for children with SEND. The childminder meets more frequently with parents of children with gaps in their development. She provides a clear picture of children's development and identifies areas where they require additional support. The childminder shares the strategies she is putting in place and whether she thinks outside agency support is required.

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Leadership and governance Expected standard

Relationships with parents and carers support children effectively. The childminder supports parents to know how to promote their child's progress at home. Parents are complimentary about the childminder and value the communication offered.

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Leadership and governance Expected standard

The childminder supports children's transitions to school and considers their individual needs. For instance, she provides longer transitions and more meetings with staff at the school for children with special educational needs and/or disabilities (SEND) to support children to settle in.

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Leadership and governance Expected standard

The childminder strives to provide the best possible care for children. She uses information and good practice from local childminder groups to improve her practice. The childminder seeks training that will benefit the children who attend and enhance her skills. For example, she has recently completed training to update her knowledge of good practice in safer eating. The childminder has used this knowledge to support parents in knowing how to cut foods to safe sizes for babies and younger children for lunches in the setting and at home.

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Leadership and governance Expected standard

The childminder works with other settings the children attend to share ideas for each child's individual next steps and learning. She ensures that she passes on any concerns about children's progress and works with settings to provide consistent strategies for children with SEND.

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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 cares for children and provides a safe and secure environment. For example, she checks the garden area before children go outside to play. The childminder provides a separate garden away from areas used by her animals to ensure that children have a dedicated and clean space. Children show they feel safe and secure in the setting. For instance, they show confidence with visitors.

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

Children benefit from experiences that support their social skills and confidence to interact with others. They build positive relationships with the childminder and other children. Children build their confidence in other social situations. For instance, they benefit from regular interactions with other children and adults at local childminder groups. This helps to prepare them well for larger learning environments, such as nurseries or school.

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

Children are motivated in their play and show resilience. For instance, they pack away toys in boxes, trying different ways to make them fit. Children work together as a team until they achieve. They are prepared well for the next stages in learning, such as starting school, where they will complete tasks in groups and work together to solve problems.

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

The childminder gets to know children and their families well and regularly updates parents and carers on their child's progress. She ensures that there is two-way communication and parents are involved in their child's learning. For example, the childminder shares pictures and information about what children have been learning in the setting and ideas for parents to do at home. She provides parents with regular individual next steps in learning for each child. Children progress from their starting points.

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

The childminder informs parents of the importance of regular attendance to support their child's learning and development. For example, she shares her policies and procedures for attendance and ensures that children attend regularly. The childminder and children build warm and caring relationships. Children learn to value the needs and ideas of others. For instance, older children learn to be gentle and caring with the babies and children younger than themselves.

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Next steps

The childminder should ensure all planned adult-led activities include adaptations to support the youngest children's engagement and individual learning and development needs. The childminder should support children to understand the expectations of behaviour at routine and transition times to fully prepare children for starting school and maximise on learning opportunities for all children. The childminder should use all opportunities to support children's understanding of healthy and unhealthy foods to further promote their independent healthy food choices and reinforce their previous learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30,Friday : 08:00 - 16:00

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About this inspection

The inspector spoke with the childminder during the inspection. The inspector viewed written feedback from parents.

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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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