Childminder

Childminder

Unique reference number (URN): EY550877 Registered with Ofsted: 16/10/2017 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 exceptionally well at the setting. They develop very effective social and emotional skills. They learn how to regulate their behaviour choices. Children engage well with each other and share toys and resources willingly. They state to their friends when they are not happy about certain things. Children listen to each other and consider their friends' feelings. For instance, when toys are taken from a tuff tray that others are playing with, they confidently communicate how this makes them 'sad' and these are, consequently, willingly returned. Children gain effective mathematical skills. They learn to use one-to-one correspondence to count reliably and with accuracy during such activities.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. They are expected to attend their sessions and arrive punctually unless there are extenuating circumstances, such as a new baby in the home. The childminder acts as an excellent role model and expects the children in his care to be polite, kind and caring. Children form strong bonds with the childminder and happily use their manners and show kindness to their friends and the childminder. They help to set and clear the table for snack and mealtimes, and relish taking these responsibilities on.

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Behaviour, attitudes and establishing routines Strong standard

Children are expected to take turns and share when it is age and stage appropriate to do so, this includes sharing time to talk. The childminder explains that sometimes it takes a little longer to get words out, but they still need to be considerate and listen to their friends. Children who may have a speech delay or other barriers to learning receive time to make their thoughts and feelings known, gaining a sound sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

On walks, the childminder asks children to wave at older neighbours who sit next to windows, explaining that they enjoy seeing their friendly faces. The childminder models moving wheelie bins to the side of the path, explaining that these may be in the way of a pushchair or someone who is in wheelchair. Subsequently, children learn how to be caring members of their community.

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Children's welfare and wellbeing Strong standard

The childminder and children form strong attachments from an early stage. The childminder encourages parents and carers to share a wealth of information about their children before they start at the setting, as well as attending flexible settling-in sessions. All care practices, such as sleeping arrangements and weaning, are vigilantly in place to meet all children's individual needs effectively. The childminder pays great care and attention to ensure that the setting is always safe and secure and helps children to gain an understanding of how to take their own risks safely. For example, he reminds children to sit still and chew carefully when eating and to look where they are going when running in the garden together.

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Children's welfare and wellbeing Strong standard

The childminder takes children on a host of trips outside of the setting, including train trips, bus trips and visits to animal sanctuaries. Throughout all of these activities, children's safety and welfare are paramount and vigorous risk assessments are in place to ensure this. Children consequently feel known and cared for and swiftly settle, becoming confident in their new surroundings.

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Children's welfare and wellbeing Strong standard

The childminder is highly aware of children who may be shy, feel anxieties or face other barriers to learning. He puts very effective support systems in place to ensure that all children gain a sense of belonging and begin to thrive. For example, the childminder's systems include having frequent conversations with children about how they are feeling and how to manage their feelings at more difficult times.

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Curriculum and teaching Strong standard

The childminder plans and adapts his ambitious and inclusive curriculum to ensure that all children receive quality care and education. He consistently has high expectations for children across all areas of the early years foundation stage curriculum. The childminder places a high priority on children's wellbeing. He checks in with children by frequently asking them if they are happy. He offers resources that he knows they enjoy playing with at times when they may not be fully engaged. The childminder ensures that children are consistently stimulated, engaged and achieve well. He models ambitious vocabulary to children to support their communication and language development. For instance, he discusses with the children the meaning of 'reversing', when they choose to go backwards when playing in the garden.

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Curriculum and teaching Strong standard

The childminder has highly effective and quality interactions with children. He skilfully adapts activities to respond to children's possible barriers to learning, emerging thoughts or to address misconceptions. The childminder provides a wide variety of opportunities daily to ensure that children are physically active. For example, he plans walks in the community, throwing and activities in the garden and jumping in puddles on wet days. Consequently, children have a wealth of opportunities to learn and thrive.

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Curriculum and teaching Strong standard

Children's mathematical development has been a priority since the last inspection. The childminder uses opportunities to ask children mathematical questions or to play mathematical games. When children enjoy aiming and throwing in the garden, the childminder plans activities that involve scoring points by successfully getting balls into cups.

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Inclusion Strong standard

The childminder is highly proactive in identifying children's possible barriers to learning. He informs and supports parents and carers to make timely referrals to health visitors or other professionals. The childminder has a clear understanding of the importance of working closely with such professionals. He also swiftly arranges in-house interventions to provide additional support to children that need it. For example, he identifies children's specific speech sound difficulties. Subsequently, the childminder plans games and supports children to learn songs and rhymes that involve modelling, repetition and practising these sounds.

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Inclusion Strong standard

The childminder attends regular training to ensure that his knowledge and skills are up to date in best supporting children experiencing barriers to their learning. Consequently, all children, including those with special educational needs and/or disabilities, make excellent progress from their starting points.

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Inclusion Strong standard

The childminder is clear in his intention to support children who are in receipt of additional funding, such as early years pupil premium. He knows to assess all children, plan accordingly and use any additional funding to support children to gain a wealth of experiences and also purchase resources to support children in reducing any gaps in their development that they may have.

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Leadership and governance Strong standard

The childminder is highly reflective in his practice. He methodically reviews his provision to identify current strengths and areas that he feels children would benefit from improvements being made in. The childminder is committed to updating his professional development and attends a variety of courses to ensure this. He is also committed to ensuring that any children who face barriers to their learning are supported to the best of their ability. For example, the childminder has purchased specific games and resources that provide targeted support for speech and language difficulties that children may face. Children are engaged and stimulated, while the childminder meets their individual needs in a highly effective way.

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Leadership and governance Strong standard

A recent change to the curriculum planning has included a more focused approach to learning about the cultural backgrounds of children in the setting and the wider world. This has resulted in children having a passionate interest in the similarities and differences between themselves and their friends. The childminder has encouraged families to share information about the languages spoken at home. He explores festivals, celebrations and speciality foods with children within the setting. The childminder has been highly successful in ensuring that all children gain a sense of belonging at the setting.

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Leadership and governance Strong standard

The childminder works closely with other professionals and explicitly adapts his own environment and learning opportunities to specifically target children's individual needs. He completes transition reports and arranges detailed handovers when children move on to school. This ensures a smooth transition for children.

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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 are happy, content, engaged and stimulated in the care of this warm and welcoming childminder. He gets to know children exceptionally well through forming excellent bonds with families and having quality interactions. Consequently, children feel a real sense of belonging and a genuine love and care for them right from the start. They happily help themselves to toys and resources and engage in conversations with the childminder about their activities at home as well as those in the setting. The childminder acts as an excellent role model, demonstrating good turn-taking and sharing. Children learn these skills from an early age and treat each other with respect and kindness.

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Inspector:

Zoe Abraham The childminder targets his planning consistently to consider the needs and next steps for all children. He carefully differentiates activities during the planning stage to consider what children need to learn next, and also in the moment to suit the varying ages and stages of the children's development. All children achieve well from starting points. The childminder frequent assesses children's development to monitor their progress and identify any gaps in their knowledge or skills.

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Inspector:

The childminder continues to support children with specific gaps through targeted support and skilfully planning for individual children during activities that others may also benefit from. Consequently, all children are involved. This helps those children who may feel self- conscious about particular barriers to learning feel more at ease, while getting the support that they need to achieve and thrive.

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Next steps

The childminder should sustain his work to ensure continued improvement and high standards. He should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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 spoke with the childminder, parents and carers 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 : 07:30 - 18:00,Friday : 07:30 - 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

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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