Childminder

Childminder

Unique reference number (URN): EY102137 Registered with Ofsted: 05/03/2002 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 Strong standard

The childminder gives children many opportunities to progress across all areas of learning and development. For example, she provides new and exciting equipment that captures children's interest, such as a light-up wand, through which children learn about technology and cause and effect. The childminder is flexible in her approach and spontaneously responds to changes in the environment so that children can experience snow. Children confidently show others what they have learned. For example, young children demonstrate that they should look at a book from left to right.

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Achievement Strong standard

The childminder makes sure that children do not fall behind in their learning. She has a plan to support children who start to show a delay in communication and language development. This includes involving relevant support services when needed.

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Achievement Strong standard

The childminder knows that children are well prepared for starting school because of feedback that teachers give her. She teaches children important skills that will help them in their future education and beyond, such as independently undertaking self-care tasks.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model for children. She shows kindness and care throughout all her interactions with them. There is a clear sense of reciprocated respect between the childminder and children. The childminder gives children appropriate instruction and clear explanations throughout the day to keep children safe. For instance, she asks children to sit when they eat.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises that children's different learning preferences and individual needs sometimes influence how they behave. For instance, she knows that some children go through stages of wanting to throw different items as they explore movement. The childminder gives children safe opportunities to do this and teaches them other movement techniques, such as rolling. This teaching helps children to learn and develop and maintain the expectations of the setting. The childminder knows that some children benefit from specialist resources such as toys that they can bite. She swiftly provides these when she notices that children need them, to help them to maintain their regulated behaviour. The childminder has procedures in place to follow up on children's absences. She undertakes welfare checks when children do not arrive on time. The childminder makes sure she knows when children will not be attending the setting and why. These systems promote

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Children's welfare and wellbeing Strong standard

The childminder has worked hard since her last inspection to increase her knowledge of online safety and the ways in which she can teach children and parents about this. She reads stories to children about the appropriate use of the internet and gives parents information about how they can keep their children safe when using devices at home. This helps children to learn the skills they need to grow up in the modern world.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's physical health and wellbeing well. For instance, she provides new and unusual foods for children to try, such as rainbow carrots and apple pears. This encourages children to expand their diets and develop an interest in nutrition. Children show enthusiasm and excitement as they try these fruits and vegetables.

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Children's welfare and wellbeing Strong standard

The childminder validates children's feelings. For example, when children show frustration, the childminder explains to them that she understands how they are feeling and that it is okay for them to feel that way. This helps children to identify and manage their different emotions.

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Children's welfare and wellbeing Strong standard

The childminder has appropriate measures in place to protect children's privacy and promote their dignity during nappy changing. Children's health and hygiene are prioritised. For example, the childminder encourages children to wash their hands after they have had their nappy changed. This helps them to learn good habits regarding cleanliness after toileting from a young age.

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Curriculum and teaching Strong standard

The childminder uses her ongoing assessment of children's development to make sure her teaching and the activities she provides are suitable for all children and support their good progress. Currently, there is a sharp focus on supporting children's communication and language development. The childminder uses effective techniques to support this. For example, she extends children's sentences as she repeats back what they have said, so that the children can hear a variety of new words. The childminder skilfully includes mathematical learning in all that children do. For example, she encourages children to count their fingers as they dry their hands. The childminder makes the most of all learning opportunities, including during routine times such as nappy changing. Here, she constantly talks with the children about what she is doing and why, so they learn the importance of good hygiene routines.

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Curriculum and teaching Strong standard

The childminder knows how important it is for children to develop skills that will help them to get along well with others. She plans activities where children must take turns and share. The childminder takes children on regular outings in the community for them to meet new people. This helps children to learn about the diverse world in which they live, and gives them opportunities to practise using the social and communication skills that they have learned.

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Inclusion Strong standard

The childminder has identified, through her accurate self-reflections, that she wants to learn more about neurodiversity. This shows her proactive approach to prioritising and tailoring the provision for children who may face barriers to their learning and development. The childminder says this planned training will complement the learning that she has already undertaken about children's brain development.

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Inclusion Strong standard

The childminder is quick to identify when children need extra support in their learning and development. She plans appropriate activities to support their progression. She knows when and how to involve additional support services when these are required. The childminder uses additional funding well. She speaks with parents about their suggestions for how this entitlement could be used. She uses what she knows about children to make well-thought- through decisions on the use of funding to achieve the best outcomes for children.

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Inclusion Strong standard

The childminder recognises that children all have different lived experiences. She forges positive relationships with families and uses effective communication methods to find out about children's lives at home. This helps the childminder to swiftly identify if a child is facing any barriers to their learning and development.

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Leadership and governance Strong standard

The childminder has plans to continually develop her practice and the provision that she offers. She is currently working on developing areas of her garden to encourage children's mark-making skills and their imaginations. The childminder engages in relevant professional development opportunities provided through online childminder networks and the local authority. This supports her ongoing learning and development, which ultimately has a positive impact on the care and education that children receive. The childminder has introduced new resources following research that she has done to help children who need some extra support, for instance purpose-made toys for children to bite when they start to feel upset or frustrated.

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Leadership and governance Strong standard

The childminder works effectively with parents and other settings that children attend so that there is consistency in children's experiences. This is particularly beneficial for children who are receiving additional support because of emerging gaps in their learning and development.

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Leadership and governance Strong standard

The childminder has acted on the points raised at her last inspection, in particular the focus on helping children to stay safe when using devices that connect to the internet. This approach to self-reflection and continual development means that the provision that the childminder offers children and families is constantly improving.

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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 show that they are happy, emotionally secure and settled in the care of the childminder. They willingly follow the childminder's instructions as they approach different parts of their daily routine. For example, they wash their hands before snack time. Children are forming positive relationships with others. They learn from the childminder's excellent role modelling, for instance when they use their kind manners to offer their friend a turn using a new toy. The childminder provides children with activities where they can develop their social skills and independence. This is seen as children take turns rolling a car down a wooden ramp. Children successfully share resources, with the childminder's appropriate and attentive support.

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Inspector:

Charlotte Whalley Children progress well from their starting points. The childminder swiftly identifies when children start to show gaps in their learning and development and takes appropriate action. Children are supported well in their communication and language development. When they mispronounce a word, the childminder skilfully repeats what they have said so that they can hear the correct word formation. Children who are more reluctant to communicate are starting to gain more confidence and are copying single words. For example, they copy the childminder's lead and name a witch from the story that they are sharing with her. The childminder praises children for their developmental achievements, which encourages them to continue in their learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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 - 18:15

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About this setting

Local authority: Nottinghamshire County Council

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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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