Childminder

Childminder

Unique reference number (URN): 129941 Registered with Ofsted: 07/10/1992 Registers: EYR, CCR

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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

Typically, children achieve well at the setting. They develop secure communication skills, are confident and have a positive attitude to their learning. They engage deeply in all the activities the childminder plans and confidently select resources during sessions of free play. Children are sociable, cooperate well with their peers and respond to requests from adults appropriately.

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Achievement Expected standard

Children gain useful self-care skills. For example, older children wash their hands and wipe their nose with confidence. Younger children demonstrate a 'can-do' attitude as they also attempt simple tasks for themselves. They respond well to encouragement and praise. Children are developing the skills they will require for their next stage of learning and the eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy the company of their peers, cooperate well in play and provide support for one another. Older children help their younger friends with tasks such as washing hands and doing up coats. The childminder offers praise that reinforces these positive behaviours among children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to practise the skills that they will require in nursery and school. For example, during regular song sessions, children learn to pass the 'song sack' around and take turns selecting props relating to nursery rhymes. When selecting books for story time, children understand that the story chosen may not be their favourite, but they will get their turn.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate close relationships with their childminder. They enjoy reading stories together and hold affectionate discussions about their friends and families. This supports children to develop a sense of security and belonging in her care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands how routines will be central to children's future learning. She works with parents to prepare the whole family by encouraging punctuality and attendance and sharing expectations around behaviour. This collaborative approach supports children to be prepared for nursery.

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Children's welfare and wellbeing Expected standard

Children confidently identify risks in their play and manage them well to ensure that they, and their friends, remain safe. For example, they know to wait for other children to move before going down the slide and to push chairs away after eating so that they do not trip over them. The childminder is always on hand to guide children, remind them of expected behaviours and build on their knowledge of their personal safety and that of others.

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Children's welfare and wellbeing Expected standard

The childminder ensures daily routines around eating, sleeping and toileting are safe and appropriate for the ages of children who attend. Children are rigorously monitored when taking naps. Mealtimes are sociable, with the childminder and any assistants observing children at all times, engaging them in discussions and providing them with nutritious, home- cooked meals.

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Children's welfare and wellbeing Expected standard

The childminder provides children with attention and support that build close and nurturing relationships. She regularly discusses families, shares jokes and provides comfort when children are tired or emotional. These close relationships mean that children are comfortable to express themselves. The childminder embraces these moments as opportunities to explore emotions, what may cause them and the impact resulting behaviours may have on others.

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Curriculum and teaching Expected standard

The childminder promotes children's mathematical knowledge in age-appropriate ways. Children enjoy counting objects in books and singing songs that encourage them to complete simple sums. The childminder uses daily routines to explore number and shape. For example, children talk about the square and triangle shapes when they cut their toast and count the knives and plates as they set the table.

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Curriculum and teaching Expected standard

Children are confident communicators who delight at conversing with adults and their peers. The childminder encourages this by chatting to children throughout the day and showing genuine interest in their discussions.

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Curriculum and teaching Expected standard

The childminder identifies when children may be struggling in play and takes swift action. For example, when young children struggle maintaining focus at story time, she provides an alternative activity that promotes their language and literacy skills in a more engaging way.

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Curriculum and teaching Expected standard

The childminder reflects on practice to develop the curriculum further. She is committed to enhancing children's knowledge of ways of life beyond their own. Children enjoy focused group sessions where they discuss and compare different customs and beliefs, sharing their experiences with their friends. However, the childminder has not fully considered how to extend her curriculum to support children's understanding of safe use of technology and online resources to broaden their learning further.

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Inclusion Expected standard

Overall, the childminder monitors children's progress closely to identify their strengths and next steps. She uses this information to inform future planning to ensure activities typically support children's specific needs. For example, the childminder provides various group sessions where children begin to listen to others and are gaining confidence in expressing their opinions.

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Inclusion Expected standard

Children's early experiences generally form the basis of the childminder's teaching. She adopts a collaborative approach to supporting children's learning by working closely with parents. The childminder develops a secure insight into how these experiences can impact children's learning and incorporates this into her planning.

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Inclusion Expected standard

The childminder draws on her past experiences and knowledge of families when working with parents. She demonstrates empathy and flexibility when supporting their understanding of how regular attendance is vital in developing routines for children. The childminder shares information with other settings such as nurseries that children will move on to. She understands how these strategies will promote children's smooth progression and future learning.

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Inclusion Expected standard

The childminder understands that any additional funding she may receive for specific children will be used to support their individual needs. She understands how monitoring children's progress will allow her to identify the success of her strategies and make ongoing changes that better support children's development.

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Leadership and governance Expected standard

The childminder ensures children's learning and wellbeing are a priority. She uses her in- depth knowledge of their early experiences, gathered from strong partnerships with families, to promote their learning. For example, she has robust behaviour management and teaching strategies in place that promote children's understanding of sharing and taking turns.

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Leadership and governance Expected standard

The childminder evaluates her environment well and takes on board feedback from parents and other professionals to enhance the care that she provides. For example, since her previous inspection, she has created an all-weather outdoor area where children can access continuous physical play and fresh air throughout the day.

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Leadership and governance Expected standard

The childminder completes regular supervisions with her assistants and works closely with them during the day to identify strengths in practice and highlight areas to improve. However, the childminder does not always support any assistants she works with to enhance their skills by accessing professional development opportunities that focus on the needs of specific children.

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

Children enjoy the time they spend in the childminder's care and feel at home in the warm learning environment. They confidently choose resources that support their interests and learning needs. For example, children complete puzzles together that are based on the festival of Hannukah. They confidently talk about how they celebrate and what the features of the puzzle mean. Children who are feeling more active have continuous access to the exciting garden area, where they run with their friends and navigate play equipment.

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

Children enjoy the company of their peers, play cooperatively and show consideration for one another. Older children help their friends when they see them struggling to complete puzzles and support them to wash their hands. Children have equally close relationships with the childminder and her assistants. They share jokes together, and children are eager to help in tasks such as setting the table at snack time.

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

The childminder celebrates children's skills and knowledge and provides opportunities for them to share them with others, which helps build their confidence. For example, children proudly sing songs about their favourite football teams and delight at the applause they receive.

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

Partnerships with parents are central to the ethos of the setting. Relationships are warm and supportive, with the childminder ensuring children's needs remain a priority. For example, she works with parents to support them to understand the importance of consistent attendance and the positive impact this has on children's learning and wellbeing. Parents value the nurturing care the childminder provides and how she and her assistants develop a deep understanding of children and the whole family.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 15:00

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Next steps

The childminder should provide further support for any assistants she works with to access additional professional development opportunities to enhance their knowledge and skills, with particular focus on supporting the specific needs of children on roll. The childminder should strengthen support for children to learn about the safe use of technology and online resources.

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About this inspection

The inspector spoke with the childminder, assistants and parents 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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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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