Childminder

Childminder

Unique reference number (URN): 222804 Registered with Ofsted: 03/12/1997 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

All children are securely developing the skills needed for their next stage of learning, including school. They show a love of books, listening with interest and sharing their thoughts. Children are curious and keen to learn. They demonstrate a strong understanding of numbers, counting confidently and recognising number symbols. Children are developing age-appropriate independence, such as feeding themselves and using the toilet. Children have good physical development and enjoy undertaking activities that support their fine motor skills. They spend extended periods of time engaged in their play and activities, developing the skills of focus and perseverance. Children confidently talk about their thoughts and ideas as they draw detailed pictures of pets from home.

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Behaviour, attitudes and establishing routines Strong standard

Children are flourishing in an environment that positively supports their learning, development and wellbeing. The childminder sets clear, child-appropriate expectations for behaviour, and these are embedded through routines that all children clearly understand and follow with ease. Children recognise the importance of looking after resources and confidently and willingly help to pack toys away when games have come to an end. Children have warm and trusting relationships with the childminder and value her involvement in activities. The childminder and children regularly laugh together and share moments of genuine warmth. The childminder understands the importance of children learning to collaborate with each other and provides regular opportunities for children to practise these skills. She is clear about the importance of regular attendance and has clear procedures in place should a child not attend.

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Children's welfare and wellbeing Strong standard

The childminder provides a warm and welcoming environment that ensures all children's welfare and wellbeing. Children develop secure attachments to the childminder, who is highly responsive to their needs. They cope well with setbacks in their play and show perseverance as they search for specific items within toy boxes. Children are developing a good understanding of hygiene practices. They know to wash their hands before meals and after using the toilet. Children regularly help to clean tables after activities. Children are provided with healthy meals and snacks and confidently show an understanding of different food types. Children enthusiastically eat a range of fruits, discussing with the childminder which are their favourites. The childminder ensures all children's safety during meals and sleep times, including managing any individual dietary needs. She provides children with lots of opportunities to be physically active through the daily walk to school and regular use

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Children's welfare and wellbeing Strong standard

of local playgrounds. Children are supported to think about their own safety as they look for cars and decide where it is safe to cross the roads.

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Curriculum and teaching Strong standard

The childminder provides a robust and interesting curriculum across all areas of learning. The sequence of her curriculum meets the learning needs of all children, including those at risk of falling behind their peers. The childminder understands child development securely. She regularly assesses children's skills as they play, using this knowledge to weave learning opportunities naturally into every moment. The childminder is particularly skilled at supporting children's early mathematical development. She teaches concepts such as a half, quarter and whole as children explore play dough. The childminder helps children to think about length, size and thickness as they make pretend sausages and meatballs.

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Curriculum and teaching Strong standard

The childminder supports children's communication and language skills well. She naturally supports pronunciation and regularly introduces children to new words, such as shiny and squishy. The childminder celebrates when children spontaneously rhyme words during their play. She extends her curriculum with well-considered activities outside her home. Children make use of local playgrounds and skateboard ramps to support their physical development. They develop social skills as they attend local childminding groups, learning how to share and take turns and experience being in larger groups.

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Inclusion Strong standard

The childminder regularly observes and assesses children's learning and development. She is quick to notice when children may be at risk of developmental delay and supports them effectively to achieve their full potential. The childminder places a high priority on all children's communication skills and physical development, recognising their importance for future learning. She introduces children to a wide range of vocabulary and provides regular opportunities for children to develop the large muscles in their bodies.

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Inclusion Strong standard

The childminder is skilled at adapting her teaching to meet the needs of all children in her care. She implements effective strategies to support those at risk of language delay. The childminder works in partnership with families to ensure the best outcomes for all children. She has developed strong links with her local school's special educational needs coordinator to further enhance her understanding of inclusion. The childminder is clear about when and how to refer children and families to external professional support when needed.

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Leadership and governance Strong standard

This experienced childminder puts the welfare and wellbeing of all children in her care at the heart of everything she does. She uses her extensive experience and knowledge to regularly adapt her provision to ensure it continually inspires and supports all children, including those who may face barriers to their learning. The childminder regularly undertakes professional development, using it to stay up to date with strong early years practice. She makes effective use of the many links she has developed with other local childcare professionals to enhance her ongoing development and the curriculum she provides for children. The childminder works successfully with the parents of children in her care to support children's ongoing learning and development.

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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 flourish in the care of this experienced and dedicated childminder, and they take part in a wide range of well-considered activities that excite them. Children spend extended periods of time focused on their play, consolidating their knowledge and developing a love of learning. They show perseverance and pride in their achievements as they thread sections of straws along pipe cleaners. All children make excellent progress and develop the skills and knowledge needed for the move to school or pre-school. The childminder works with parents to ensure children's regular attendance.

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

Children's behaviour shows they feel safe, welcomed and valued. They confidently move around the childminder's home and share their ideas and thoughts with enthusiasm. All children are developing age-appropriate independence. The childminder ensures children's physical and emotional safety, both in and out of her home. She has strong, caring relationships with the children in her care and their families. Parents regularly provide feedback on their children's development and work in partnership with the childminder to support their children's ongoing learning. Children regularly socialise with other children at a local childminding group, developing the skills needed to collaborate with their peers. The childminder skilfully supports learning opportunities in the moment, tuning into children's individual interests and ideas. For example, on the walk to school, children are keen to notice numbers on doors and car number plates and show delight when they spot letters

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector/inspectors 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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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