Childminder

Childminder

Unique reference number (URN): EY432195 Registered with Ofsted: 12/07/2011 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a harmonious and respectful culture, where children increasingly manage their emotions well. Parents and carers confirm how quickly their children have improved in managing their behaviour. Children have consistently positive attitudes to learning and are eager to take part in activities. The childminder is a highly respectful role model. She has consistent boundaries and high expectations, so children apply good manners, are kind and work collaboratively. For example, children help to tidy up, placing resources and boxes back where they belong. With skilful support, even babies get involved. The childminder reinforces how working together makes things easier, such as explaining she could not have managed without their help.

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Behaviour, attitudes and establishing routines Strong standard

The childminder enables children to appropriately express their opinions and talk about feelings. She works closely with families to establish effective attendance and routines, which consistently meets children's individual needs. This includes for babies and children with special educational needs and/or disabilities. The childminder successfully supports children to manage as much as they can for themselves and to have a go at new skills. They persevere and are pleased with their achievements, preparing them extremely well for school.

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Children's welfare and wellbeing Strong standard

The childminder has a comprehensive knowledge of all children in her care and is highly responsive to their needs. Her consistent engagement with parents and carers and other professionals ensures she meets all children's needs, including babies and those with barriers to their learning. For example, she responds quickly when she notices signs that babies may be tired, hungry or need changing. Even those new to the setting are content and happy. Children have excellent attachments to the childminder, promoting their emotional wellbeing successfully. For example, babies squeal with delight as the childminder blows raspberries on their tummy.

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Children's welfare and wellbeing Strong standard

Children consistently develop important skills to manage their self-care routines, preparing them well for school. For example, older children independently use the toilet, wipe their nose, place tissues in the bin, and wash their hands. They gain a secure awareness of oral care through consistent routines, stories and planned activities. For example, they use

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Expected standard

toothbrushes after lunch and choose to look at books about dentists. This also prompts positive conversations. Through training, the childminder has increased her knowledge of healthy eating, so children enjoy healthy snacks and drink plenty of water. They have daily opportunities to engage in physical exercise and benefit from many outings, where they also learn to keep themselves safe.

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Inclusion Strong standard

The childminder uses observation consistently well to quickly identify children's needs, including of those with barriers to their learning. She continually makes a difference to children with special educational needs and/or disabilities (SEND). For example, she swiftly makes ongoing adaptations to her environment and sensitively encourages children's confidence to have a go at new skills, expertly building on their physical development. The childminder provides a wide range of opportunities to close gaps in children's learning where possible. For example, she has completed training to extend her knowledge and skills, which has made a highly positive difference to children's achievements. The childminder is mindful of children's differing abilities and learning styles, giving them enough time to think and respond to questions, for instance. She informs parents and carers of any additional funding and takes effective action to refer children for professional support. In addition, she

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Inclusion Strong standard

provides individual support for children with SEND to help them catch up with their peers. The childminder monitors how well children with SEND are progressing, to ensure her practice and curriculum are having a positive impact. She works closely with parents and seeks additional support to adapt her practice, making a sustained difference to meeting all children's care and learning needs.

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Achievement Expected standard

Overall, all children make typical progress in all areas of development, including those children with barriers to their learning. They develop confidence, independence, learn to manage their behaviour and extend their communication skills. This typically underpins children's development and prepares them well for school. However, young children do not achieve as much as they could in their mathematical development or remain focused when having stories read to them.

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Achievement Expected standard

Children show growing curiosity and develop resilience to problems. For example, they use trial and error to construct a train track, choosing straight or curved pieces to make the desired shape. Children are confident to do as much as they can for themselves. They make sequential progress and are willing to have a go at new skills. Children seek support where needed until they can manage for themselves. Older children notice cause and effect as they play, adding to their depth of understanding and knowledge of the world. For example, they learn that toy trains join by magnets, but if they are the wrong way around, they push each other apart.

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Curriculum and teaching Expected standard

The childminder plans a curriculum to benefit all children, including those who attend less often or who have special educational needs and/or disabilities. The childminder continues to evaluate her provision, making improvements according to the needs of the children attending. She knows children well and uses her assessments to plan accurately for their next stages of development. This focuses effectively on sequencing their skills ready for school. For example, they become increasingly independent. Children develop warm relationships and gain awareness of how they are unique and of each other's differences and similarities. Overall, the childminder teaches children mathematical concepts and helps them to concentrate. However, this is not always consistent for younger children.

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Curriculum and teaching Expected standard

The childminder tailors her teaching to each child's different needs. She focuses on their personal, social and emotional development, ensuring they feel safe and secure to explore and learn. Babies safely cruise around furniture and reach for toys that fascinate them. This also supports their physical development effectively. The childminder provides high-quality interactions to support children's language skills, especially for those with barriers to learning. For example, when young children say 'choo choo', she says 'train', modelling the correct word. She gives children enough time to think about questions and respond, using books to extend their vocabulary.

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Leadership and governance Expected standard

The childminder evaluates her practice to maintain high-quality provision and constantly strives to keep improving. She keeps updated with changes to regulations and continues to develop her knowledge further. For example, she has completed training about eating and sleeping for babies and children. She has used training and research to make improvements to her behaviour management strategies, the environment and hygiene practices, as recommended at her last inspection. These have had a positive impact on children managing their emotions and making independent choices, and have extended children's awareness of the importance of hygiene. The childminder has purchased adjustable tables and chairs, helping to meet the different needs of all the children.

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Leadership and governance Expected standard

The childminder has high expectations of all children, including those with barriers to their learning. She has effective partnerships with parents and carers, sharing important information. This supports children's education and care well. Parents confirm how their children are flourishing and making rapid progress in the childminder's care.

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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

Children settle quickly, are emotionally secure and enjoy their learning. The childminder builds children's confidence so that they are willing to have a go at new skills and keep trying when they struggle. For example, young children pull the lids off pens and push them back on again, strengthening the muscles in their hands and wrists. Although they find it hard to do, they persevere and soon manage independently. They are delighted with their success.

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

Successful partnerships with parents ensure the childminder knows children's starting points and support them to attend regularly. The childminder uses her observations effectively to monitor children's development. She knows children well and plans her curriculum to

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Inspector:

Elaine Douglas support their development. All children, including those with special educational needs and/or disabilities, progress well, especially in their language and communication skills, through effective teaching.

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Inspector:

Children develop consistently strong social skills. Older children independently wash their hands, set the table for eating and help prepare snacks. Babies join older children at the table, so they can eat together. The childminder values all children's contributions and enables them to make choices. Children build positive relationships and behave well. Older children are kind to babies and know that they are quickly learning new skills. Children and babies have secure attachments to the childminder, happily going to her for cuddles and reassurance. The childminder meets the care needs of all children consistently.

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Next steps

The childminder should develop teaching of mathematics through play, particularly for the youngest children. The childminder should develop ways to help the youngest children stay focused and concentrate, for example during stories.

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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 : 07:00 - 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

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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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