Childminder

Childminder

Unique reference number (URN): 2735161 Registered with Ofsted: 13/07/2023 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She is a positive role model who offers an abundance of praise. This means that children are aware of the behaviours they should repeat. The childminder supports children to understand and regulate their emotions. She discusses, in age-appropriate ways, why some behaviours are unwanted and helps children to engage positively. This helps to create a very harmonious and nurturing learning environment.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children engage incredibly positively with the childminder. They are eager for her to join in their play and actively seek her praise. For example, when cutting shapes and making Christmas cards, children eagerly show the childminder how they have remembered to use the scissors safely and with control.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder offers gentle encouragement and follows children's interest with enthusiasm. Children find this incredibly motivating and develop highly positive attitudes towards their learning. The childminder provides opportunities for children to mix in larger groups when attending local playgroups. She encourages good attendance and punctuality so that children do not miss their valuable opportunities to enhance their social skills.

p.2

Children's welfare and wellbeing Strong standard

The childminder is attentive towards meeting children's individual care needs. She gathers important information from parents to help her in personalising her approach to each child's care. The childminder develops close and trusting relationships with children and their parents. She offers her advice on a wide range of child development subjects. For example, she shares information on the use of dummies and helps parents to establish healthy eating practices with their children.

p.2

Children's welfare and wellbeing Strong standard

Children are supported to recognise and communicate their own needs. For example, they know how to access water when they need a drink and remember to wash their hands before they eat. Children are developing an understanding of their personal safety. For example, they recall how to hold tools safely when cutting up their own snacks.

p.2

Children's welfare and wellbeing Strong standard

Children form secure attachments with the childminder and demonstrate they are happy in her care. Children are confident in the routines of the day. They know what is expected of

p.2

Expected standard

them. For example, children know they must sit at the table and cut up their food before eating it. Furthermore, children's individual routines, such as sleep times, are adapted as children grow. The childminder ensures that children's needs are well met. Children develop a strong sense of emotional wellbeing.

p.3

Achievement Expected standard

The childminder understands that all children achieve at different rates. Their achievements are monitored carefully. Children progress steadily through the curriculum. Overall, they build upon what they already know and can do over time. Children cumulatively develop important skills that help prepare them for the next stage in their education, including school. That said, at times, children are not always given enough time to think and demonstrate what they already know. This occasionally means that their achievements are not built upon as swiftly as possible.

p.3

Achievement Expected standard

Children with special educational needs and/or disabilities and those who may face barriers to their learning make sustained progress from their individual starting points. They develop particularly well in their communication, social and physical skills.

p.3

Curriculum and teaching Expected standard

Overall, the childminder offers a broad and balanced curriculum. She has a good understanding of the early years foundation stage and uses her assessments to tailor her teaching. The childminder adapts the curriculum to reflect the needs of children who attend. She reflects on the effectiveness of her curriculum in helping to ensure that children develop their knowledge and skills over time. For example, the childminder has identified a need to enhance her understanding of how children develop mathematical skills and has already sought support to develop her knowledge in this area.

p.3

Curriculum and teaching Expected standard

The childminder prioritises children's physical, social and communication skills. She recognises the importance of children becoming effective communicators. Children share stories and enjoy singing songs and rhymes. Children find this playful approach to language development highly engaging. Furthermore, the childminder provides interesting opportunities for children to discuss. For example, after reading a story about a shark, children eagerly discuss finding a 'shark egg'. They use words such as 'enormous' to describe the egg. The childminder asks questions and is eager for children to do well. However, children are occasionally not given enough time to think in order to demonstrate what they already know. At these times, their learning is less precisely built upon.

p.3

Inclusion Expected standard

The childminder observes and assesses children's progress carefully. She quickly identifies any emerging gaps in children's progress. The childminder seeks the support of outside agencies, when required, to help to ensure that children's needs are met. In the meantime, the childminder is proactive in enhancing her own skills and implements bespoke plans to help support children's individual needs. She works very closely with parents to help ensure a consistent approach between home and the setting. For example, parents are invited to attend training workshops along with the childminder so that they may implement the same strategies consistently at home. This helps to reduce any barriers that children may have to their learning.

p.3

Inclusion Expected standard

When external agencies are involved in the care and learning of children, the childminder works in close partnership. She monitors the implementation of any plans in place and shares information so that her approach can be tailored to meet children's needs. When children receive additional funding, the childminder targets how this is used to best support individual children's learning. For example, she purchases resources that children may need to help them to access all areas of the curriculum.

p.4

Leadership and governance Expected standard

The childminder is committed to provide high-quality care and education for the children in her care. She reflects on the quality of her provision, identifying strengths and areas for further development. The childminder identifies opportunities for further professional development. She targets training to help extend her professional knowledge and skills. For example, the childminder has recently identified training in developing children's understanding of mathematics. She intends to enhance the curriculum for mathematics further as a result.

p.4

Leadership and governance Expected standard

The childminder meets with other childminding professionals and undertakes reading to help to develop her knowledge. She is committed to continually improving her practice to benefit the children she cares for. The childminder monitors the impact of any new initiatives she implements. She adapts her practice accordingly to enhance children's experiences.

p.4

Leadership and governance Expected standard

The childminder makes decisions that are in the best interest of all children, particularly those with special educational needs and/or disabilities. For example, she works in partnership with a range of agencies in order to help remove any barriers that children may have toward their learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children settle quickly and form positive relationships with the childminder, who knows them well. The childminder gets to know each child as an individual and helps them to feel valued and nurtured. Children's individual care and prior learning are discussed with parents before they start to attend. This enables the childminder to meet children's needs from the outset. Children are given lots of opportunities to be independent and build their confidence in age- appropriate ways. For example, they are encouraged to select resources and make decisions about what they would like to play with. The childminder encourages children to share their thoughts and ideas. She is eager for children to know that these things matter to her.

p.5

Inspector:

Denise Farrington Children become deeply engaged in activities of their own choosing. They sustain their attention well and are resilient in their approach to working things out. For example, children persevere when attempting to fit the pieces of a jigsaw together. They demonstrate great pride when they succeed and know that their attempts are valued by the childminder. Children are encouraged to recall prior experiences and learning in new situations. This helps to reassure them as they build upon their learning.

p.6

Inspector:

The childminder makes sensitive adaptations to help ensure that all children feel included and view themselves as successful learners. The childminder is aware of any potential barriers children may have to their learning and is proactive in helping to reduce these. For example, on occasions when parents may struggle for their child to attend, the childminder offers to collect children from their home so that they do not miss out on any planned learning experiences. The childminder is committed to ensuring that children achieve well from their starting points and thrive in her care.

p.6

Next steps

The childminder should consistently give children enough time to think and demonstrate what they already know so that their learning can be built upon even more precisely.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8