Childminder

Childminder

Unique reference number (URN): 108347 Registered with Ofsted: 05/10/1995 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Strong standard

All children consistently make progress across all areas of learning and development. This includes those children who benefit from adjustments to their daily routine or activities. Children's language skills are developing extremely well. They attempt to join in meaningful conversations with the childminder. Children benefit from sequenced and purposeful learning. They build on their interests and prior knowledge. Children demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. They persevere as they put the toy dinosaurs in size order and link how many cars they have to the written numbers.

p.2

Achievement Strong standard

Children receive consistent praise to support their achievements, helping them to develop their self-esteem and confidence rapidly. Children learn to be kind and independent during routines, such as snack time and tidying up activities. They are very well prepared to effectively move on to their different stages of their learning and development. However, while there is scope to enhance interactions with children, over time, children achieve extremely well.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has developed fantastic relationships with the children she cares for, they ask for support when needed and enjoy snuggling up for stories. The childminder consistently supports children's best possible behaviour. Children follow routines exceptionally well from a young age. The childminder has clear embedded routines and boundaries, considering children's age and stages of development very well to support children to know what is expected of them. Children are learning superb manners. For example, they say, 'Yes please' as the childminder asks them if they would like more fruit.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder gives praise and encouragement for children's attempts and achievements. This promotes their self-esteem effectively. Children show great excitement when the childminder reads a chosen story for them to listen to. They pay close attention and listen very well as they are interested and anticipate what will come next. The childminder is highly responsive to the changing circumstances of individual children and families. She has

p.2

Expected standard

supported and acted upon the changes extremely well and this has helped children to attend her care consistently.

p.3

Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She is very responsive to children's needs and notices small changes in their emotions. Children show a secure attachment to the childminder and she follows routines to help support children's needs. For example, when children are tired they have space to rest. The childminder skilfully uses stories to talk about children's feelings and emotions. She is acutely aware of children's ongoing wellbeing during the day. The childminder checks how warm children are when she notices it is becoming cold.

p.3

Children's welfare and wellbeing Strong standard

The childminder consistently follows good manners, hygiene and care routines. She positively promotes healthy choices and encourages physical activity. For example, the childminder plans daily outdoor play activities and enriching experiences, including trips to the local parks and woodlands and watching the soldiers marching. She uses these activities to support children's physical development and resilience.

p.3

Children's welfare and wellbeing Strong standard

The childminder maintains a proactive and personalised approach to supporting children and families as their needs change. For example, she promptly adapts the timetable of sessions they attend to help support positive engagement in children's attendance and learning.

p.3

Curriculum and teaching Expected standard

The childminder has an accurate understanding of the quality of the curriculum and the teaching she provides. She has a clear action plan to help her to improve her practice. For example, the childminder has been working on supporting children with their independence skills. This is already starting to make a positive improvement. For example, children very capably take their shoes off when they come inside and make choices in their play. The childminder assesses children's development well. She plans opportunities knowing what children can already do and what they need to learn next. The childminder knows children well and adapts teaching to support their individual needs. This helps all children enjoy their learning.

p.3

Curriculum and teaching Expected standard

The childminder helps children to take appropriate risks in their play, such as climbing steps at the park outside and learning to cut fruit safely for their snack. The childminder provides guidance and models safe practices, ensuring that children understand how to manage risks independently. This approach builds children's confidence and physical skills, including coordination and balance, well.

p.3

Curriculum and teaching Expected standard

The childminder supports children to weave mathematical ideas into their story times. For example, children enjoy guessing how many elves are in the story and then count them out. However, teaching is not always consistent. For example, the childminder asks children lovely questions about what they are doing, but does not always allow enough time for children to respond to her questions to enable them to share their ideas fully. The childminder recognises there is still some work to do to ensure that her teaching and interactions are highly effective to help ensure that every interaction they have with children is an opportunity for teaching and learning.

p.3

Inclusion Expected standard

The childminder has high expectations for all children. She is able to explain how she would identify and support the needs of disadvantaged children. Where there are identified gaps in children's learning, the childminder puts effective support in place, such as supporting their confidence to develop through activities and experiences. The childminder has worked very well with external agencies to help consistency and offer opportunities for children's care and learning. The childminder has a thorough understanding of how to support children in receipt of additional funding, and help offer experiences to children to strengthen their learning.

p.4

Inclusion Expected standard

The childminder communicates well with parents and carers and other settings children attend to help ensure that information is shared. This helps to have a positive impact on the children in her care. The childminder encourages children to make their own choices, for example, as they play and contribute their ideas. She identifies children's changing needs and adapts activities to help support them to join in. The childminder completes her own research that has a positive impact to offer an inclusive environment for children.

p.4

Leadership and governance Expected standard

The childminder is dedicated to ensuring that she delivers an ambitious vision for her setting. Children settle into their time with her quickly. The childminder engages with parents and carers to help support children's care and learning. Parents value the support they receive and praise the childminder for the range of experiences offered.

p.4

Leadership and governance Expected standard

The childminder maintains effective relationships with other settings children attend. She works collaboratively with them to ensure continuity of care. The childminder is committed to continuing her own professional development and has attended many training courses to keep her own knowledge and skills current. She reflects on any training attended and makes relevant changes, such as updating her safeguarding policies. The childminder understands her strengths and areas for development and is ambitious for children, so that every child achieves the best possible start in education.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder supports children to achieve consistently well. Children have lots of fun. They have a very secure, positive and caring relationship with the childminder. This has a positive impact on their emotional security, enabling them to explore with curiosity and independence. Children are extremely confident and keen to take part in activities. For example, they enjoy deciding which toy cars fit down the ramp and persevere as they twist and turn them to help them fit.

p.5

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

Children are confident, enthusiastic learners, who engage deeply in their chosen activities. The childminder knows children's interests well and enthusiastically joins in with their play. Children demonstrate positive behaviour, and consistently demonstrate respect and positive

p.5

About this setting

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

p.6

About this setting

Local authority: Windsor and Maidenhead attitudes to learning. The childminder promotes children's physical development well, which has a positive impact on children's learning. For example, children have opportunities to explore a wide range of tools and practise skills, such as cutting fruit at snack time and rolling cars down a small ramp. The childminder supports children and their families very well. For example, she offers changes to their days and hours to support children's good attendance.

p.6

Next steps

The childminder should ensure that interactions with children are consistently highly effective, to give children time to respond to questions to help enable them to share their own ideas and thoughts.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8