Childminder

Childminder

Unique reference number (URN): EY263754 Registered with Ofsted: 05/06/2003 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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Inclusion Strong standard

From the start of her relationship with children and their families, the childminder promptly identifies and respectfully shares any concerns about children's development. She gathers information over time from parents to support children through a sensitive, well-planned induction. This enables children to develop a secure attachment to the childminder. Careful observation and ongoing assessment enable her to plan strategic interventions to help close any learning gaps and address inequalities. Any inconsistencies in the curriculum do not have a negative impact on children who are at risk of falling behind. The childminder actively extends her professional knowledge in response to children's individual needs and lived experiences. This ensures that she has exactly the knowledge she needs to support children to thrive. The childminder consistently reflects on the rhythm of the day to help children overcome challenges and feel settled and secure in her setting. She works in

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Inclusion Strong standard

effective partnership with parents to regularly review the needs and progress of children with special educational needs and/or disabilities. This helps the childminder to plan and share targeted next steps that parents can build on at home. The childminder initially focuses intently on securing a firm foundation for children's development, on which to build further skills and knowledge needed for the future.

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Achievement Expected standard

In this setting, children achieve well across the curriculum. They typically make progress at a realistic pace, helping them to achieve developmental milestones. Overall, children develop the communication and language skills needed to access learning successfully and build relationships with others. Children with special educational needs and/or disabilities make rapid progress, which helps to thrive and enables them to reach their potential. Children typically develop the skills and attitudes needed to feel well prepared for the next stage of their education. Children demonstrate a positive and enthusiastic approach to learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder organises the curriculum and routines to support children to develop a clear understanding of what is expected of them. She typically responds sensitively to children who struggle with the rhythm of the day and models how to play alongside others. The childminder develops highly effective strategies, in partnership with parents, that support children in arriving on time and settling quickly. The childminder consistently reflects on the way she provides learning opportunities to ensure that children can follow their interests and fascinations. She evaluates the positive impact of sensory exploration on the children in her care. This leads her to create many opportunities for them to get involved in investigation, particularly during outdoor learning. For example, children build strength in their hands as they independently turn the outdoor tap on and off to create muddy puddles

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Behaviour, attitudes and establishing routines Expected standard

to jump in. This approach builds children's positive attitude to learning and helps them to engage in play for prolonged periods. The childminder is a joyful play partner to children and routinely takes a lead from them, which helps to further develop close relationships. The childminder provides close physical comfort for children when they indicate this is what they need to feel emotionally secure.

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Children's welfare and wellbeing Expected standard

The childminder provides respectful care routines for children, including safe sleeping and eating. She consistently demonstrates understanding and sensitivity when children become distressed, and she uses her deep knowledge of individual children to distract them and help them feel calm. This supports children to understand the big feelings they experience and how to acknowledge and manage them. Every interaction that the childminder has with children is respectful, and she actively demonstrates kindness and compassion. This helps children understand how to be kind to their peers. The childminder provides numerous opportunities for children to assess and manage risk, particularly while playing outdoors. For example, children know that the slide needs to be wiped to prevent it from becoming too slippery. Overall, the childminder promotes the importance of healthy living across her firmly embedded curriculum. Children get involved in planting, growing and harvesting fruit and

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Children's welfare and wellbeing Expected standard

vegetables, which helps them to understand where food comes from. Children particularly enjoy picking and eating peas they have grown. Together with the childminder, the children have progressed from digging in a vegetable patch to planting seeds in their greenhouse. The childminder prioritises children's active play and ensures that they extend their knowledge through experiencing all weathers and seasons. While the childminder typically supports children's independence, she should review the handwashing arrangements to strengthen the skills children need for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder provides a well-sequenced curriculum that she regularly evaluates to ensure that it reflects precisely the needs of the children in her care. The curriculum emphasises children's physical and emotional health. The childminder organises her indoor and outdoor environments to encourage and enable children to make choices across all aspects of their play. This supports them to follow their interests and become deeply engaged in experiences. The childminder observes children closely and uses her knowledge to interact in a way that builds their confidence, knowledge and skills. She adopts an unhurried approach, which helps children to problem-solve. For example, children work out which items can be posted into a large truck. The childminder steps in to help when children become frustrated. She talks with children regularly to help them develop their understanding of mathematical concepts such as size and weight. On occasion, the

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Curriculum and teaching Expected standard

childminder should use more effective strategies, such as more descriptive language during play, to build children's vocabulary even further. Children benefit greatly from access to a large, interesting outdoor play space. Children who experience physical challenges are well supported by the childminder's skilful teaching, which helps build their strength and stamina. This helps all children to make rapid progress and become confident in their physical abilities.

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Leadership and governance Expected standard

The childminder consistently evaluates and reviews her provision. She is clear about the strengths and reflects on where to drive improvement. For example, since the previous inspection, she has extensively developed the outdoor space. With the arrival of each new child, she considers how the routine and learning environment will meet their individual needs. The childminder works in close partnership with parents to ensure that any strategies or routines are consistent, enabling children to feel secure and settled. The childminder is committed to constantly developing her knowledge and professional understanding. She is proactive in her approach, particularly in supporting children with special educational needs and/or disabilities or those with barriers to their learning. This helps her to provide a responsive and inclusive service. The childminder is keen to share information and network with other childminders. She engages in professional discussions that help to challenge her

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Leadership and governance Expected standard

thinking and enable her to further reflect on her practice.

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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

All children benefit from a sensitive induction process implemented by the childminder that supports their individual needs and prioritises their emotional wellbeing. This helps them to develop a secure sense of belonging and connection in the childminder's home. Children separate happily from their parents and quickly become engrossed in choosing how to spend their time. The childminder celebrates children for their individuality and unique characteristics, which helps them develop as confident and inquisitive learners. Children demonstrate strong feelings of attachment to the childminder. For example, they seek her out for reassurance and involve her in their play. Children giggle and squeal with delight as the childminder slides alongside them. They have great fun and are well supported in following their interests and fascinations. For example, some children are fascinated by the birds in the garden. They are learning about different birds and how to spot them, and

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

particularly enjoy using the binoculars. Children demonstrate a secure understanding of the routine. They respond positively to the childminder as she typically supports them in carrying out tasks independently. For example, children persevere in putting on their boots to go outside.

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Next steps

The childminder should review how she can support children more effectively to practise the skills needed to become more independent during handwashing. The childminder should strengthen the strategies used during play to consistently extend children's exposure to a wide vocabulary.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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About this inspection

The inspector spoke with the childminder, the parents and the 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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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