Childminder

Childminder

Unique reference number (URN): EY314673 Registered with Ofsted: 09/09/2005 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

Children achieve to a high level. They are praised for their achievements and encouraged to find solutions to problems themselves. The childminder carefully structures her planning. She uses observations and assessments and information gathered from parents to plan for children's individual next steps, so they consistently achieve to the best of their abilities. This practice includes children with special educational needs and/or disabilities. Children respond well to praise for their achievements, are confident when taking on new challenges and excel in their learning. This means children make good progress from their starting points. Children confidently communicate their needs and benefit from a language-rich environment.

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Curriculum and teaching Strong standard

The childminder and her assistants have completed curriculum training. They have planned a curriculum that is ambitious, carefully structured and precisely tailored to every child's needs. They are confident in how the curriculum and teaching needs to be adapted to meet children's changing needs and plan activities that support the development of all children. The curriculum and planning is clear about what they want children to achieve and how they will support them to do this.

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Curriculum and teaching Strong standard

The childminder completes regular observations and assessments of children to support planning. Planned activities enrich the curriculum and boost children's confidence and support them to be curious and independent learners. Activities engage children for extended periods of time with a focus on supporting children to build confidence, independence and the resilience needed for the next stage in their learning. When planning, the childminder and her assistants have a clear intent for what they want children to gain and achieve. They make appropriate adaptions to activities to ensure that all children, including children with special educational needs and/or disabilities, gain new knowledge and skills and reduce barriers to their learning.

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Curriculum and teaching Strong standard

Mathematics is woven into all activities and children independently use mathematical language during their play. The childminder and her assistants are good role models and promote children's communication and language well. They introduce children to new words and encourage them to repeat these during their play. Activities are planned to provide the

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Expected standard

children with new experiences; this includes opportunities to explore sensory materials. For example, children are highly engaged as they scoop rice and let it fall through their fingers.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well and show that they understand what is expected of them. The childminder plans activities to support children to understand about sharing and taking turns. However, when children do struggle to share it is not explained to them why they need to do this and the childminder does not support children to find a solution. The childminder builds positive relationships with the children, who she knows well. Children seek out the childminder if they need comfort or reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Children are keen to help tidy and understand why they need to keep areas clear and tidy. Children show a positive attitude with their learning and taking on new challenges. They manage their self-care needs well and support their friends when needed. For example, when it is time to get ready for lunch, children independently wash their hands and sit nicely to wait for their food. The childminder follows the younger children's routines from home and adapts the routine at the setting when needed. The childminder supports parents to understand the importance of children's attendance and for them to have a regular routine. Procedures are in place to ensure that any non-attendance is followed up.

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Children's welfare and wellbeing Expected standard

The childminder and her assistants build positive relationships with children to ensure that they meet children's individual needs. Children seek them out if they need reassurance and children show that they feel safe and secure. Risk assessments are in place to ensure that children are safe and teaching supports children to understand how to keep themselves safe. For example, a recent topic has been about road safety. Activities support children to understand where and how to cross roads safely.

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Children's welfare and wellbeing Expected standard

The childminder and her assistants support children to understand how they are feeling and how to manage these emotions in an appropriate way. For example, they use emotion cards that help children recognise and express how they feel and why they feel this way. Routines meet the needs of children and are adapted to meet their individual needs. Information gathered from parents ensures there is consistency for the children. For example, younger children's sleep routines are followed from home.

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Inclusion Expected standard

The childminder and her assistants have a secure understanding of how to support children with special educational needs and/or disabilities. Regular observations and assessments ensure that delays are identified quickly, and appropriate action is taken. Action plans and next steps are planned to meet the child's individual needs. The childminder understands the need for early support and help and ensures referrals are made in a timely manner. She works with other agencies involved in children's development to ensure consistency for the child and families.

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Inclusion Expected standard

The childminder and her assistants ensure that adaptions are made to communication and language to support children who speak English as an additional language. For example, they adapt communication methods, such as using words from the child's home language to support their understanding.

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Leadership and governance Expected standard

Regular and ongoing training informs the childminder and her assistants' knowledge and practice. They hold weekly meetings to evaluate the provision and activities to ensure they meet the ongoing needs of children. This is also an opportunity to discuss individual children's needs and ensure that planning for next steps is appropriate and supports children to make good progress. Through previous experiences, training and knowledge the childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language to receive the targeted support they need to progress with their learning and development.

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Leadership and governance Expected standard

The childminder has regular one to ones with her assistants, which provides them with the opportunity to discuss training needs and any support they need. They work well as a team and have effective communication throughout the day to ensure that they are meeting the individual needs of children. Together, they monitor children's attendance and ensure parents understand the importance of regular routines for the children.

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Leadership and governance Expected standard

The childminder works closely with parents and provides appropriate information regarding their child's day and progress. Parents all praise the childminder and her assistants for creating a warm and nurturing setting for their child with a wide range of activities to support their 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

The childminder and her assistants create a welcoming and nurturing environment that meets the needs of children and supports their development. Children are happy when they arrive and separate confidently from their parents. They are settled and show that they feel safe and secure as they greet their friends and choose from the activities available to them. information gathered from parents when children first start ensures that the childminder is able to plan for children's individual needs and for the younger children this ensures they have consistency between home and the setting.

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

The childminder and her assistants have high expectations for children's learning and development. They plan activities to meet the different needs of the children and support them to develop new skills. For example, children highly engage in planned activities. They use scoops and tweezers to move rice and toy bears into different containers. The childminder and her assistant skilfully engage with children to help them think about what and why they are doing something. These interactions help to extend children's learning further. The childminder draws on her previous experiences to support children with special educational needs and/or disabilities. Communication with parents and other agencies support her to ensure she is meeting the needs of all children.

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

Children enjoy a wide range of carefully thought-out-activities that enhance their learning experiences. The childminder uses regular observations and assessments to plan for children's next stage in learning. Regular time in the garden and at the local park support children to build on and develop their physical skills. Planned activities support children to understand how to keep themselves safe when out and about, in particular when crossing the road. The childminder plans and supports children's understanding of people who help

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:00 - 19:00

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About this setting

Local authority: Buckinghamshire us. For example, children learn about oral hygiene and the dentist. They dress up and role play as they learn about the role of police, firefighters and nurses.

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Next steps

The childminder should encourage children to share and take turns and solve minor conflicts independently, so they learn how to positively manage their feelings and behaviours.

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About this inspection

The inspector spoke with the childminder and assistants 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

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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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