Childminder

Childminder

Unique reference number (URN): EY345703 Registered with Ofsted: 19/12/2006 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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Behaviour, attitudes and establishing routines Strong standard

The childminder organises her home exceptionally well to create an inspiring child-friendly environment that ignites children's curiosity. She has embedded a harmonious and respectful culture where older children and babies are equally supported. For example, older children say 'please' and 'thank you' during activities and mealtimes. Younger children help the childminder by carrying resources to set up for activities. Older children take resources to babies so they feel included during focused activity times.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model and can be often seen cuddling and giggling with children. Children use their imaginations as they create microphones out of blocks. They show confidence as they sing with the childminder. The childminder has good knowledge of the ages and stages of the children she cares for. She ensures that activities support individual needs. For example, younger children practise turn taking and sharing as they perform for each other. Children are secure and extremely happy in this setting.

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Behaviour, attitudes and establishing routines Strong standard

Children have consistently positive attitudes to their learning and to each other. For example, they work together to create towers from blocks. Older children check if others are okay and ask if they would like a turn when playing on the slide. This helps children to develop very kind and compassionate relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently works closely with the families of children in her care to support all children to establish positive routines and tackle barriers to attendance. She has developed a transparent relationship with parents and carers that is open and trustworthy. The childminder has a good understanding of each of the families' circumstances, and she shows flexibility in enabling them to attend her setting. This helps families and children to establish the positive routines needed in preparation for starting school.

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Children's welfare and wellbeing Strong standard

The childminder gives children positive and delighted responses, which supports their emotional security. When children are unsure, she gives them cuddles and lots of reassurance. This helps to build children's confidence and resilience.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's independence, healthy lifestyles and emotional wellbeing. She responds to babies' individual need for sleep. Familiar bedding and

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Expected standard

comforters help babies to feel secure. Mealtimes are calm and social, with opportunities to eat healthily, practise independence and enjoy purposeful conversation. Children actively participate in snack routines, taking turns to cut and prepare fruit. The childminder models safe eating habits, and children respond well. Children are also encouraged to manage their personal health, for example, by using tissues independently and covering their mouths when coughing. As a result, children develop a strong awareness of safety and how to care for their bodies.

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Expected standard

The childminder knows children extremely well. She is highly responsive to the varying needs and changing circumstances of individual children and families. Parents share how the childminder puts on special parents' events, which allow parents to socialise and develop relationships with others in the community. This has enabled them to feel part of the setting and has supported their children to grow and develop.

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Achievement Expected standard

Children cooperate extremely well with others, expressing their feelings and needs through actions and vocabulary. They regulate their emotions effectively. Children demonstrate strong resilience, high levels of perseverance and pride in their achievements.

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Achievement Expected standard

Children develop secure early communication and literacy skills. They demonstrate a love for books from a young age, as they cuddle into the childminder and listen intently to stories. Older children begin to experiment with linking sounds to words. They speak confidently and take turns in conversations. This helps to prepare children for the next stage of their learning.

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Achievement Expected standard

Some children do not receive the support they need at the earliest opportunity from external professionals. However, over time, children develop the skills and knowledge in a varied curriculum that typically focuses on the individual needs of the children.

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Curriculum and teaching Expected standard

The childminder ensures that her rigorous settling-in sessions help her to build a strong starting point from which she can build further learning opportunities. The childminder uses assessment well to continually identify gaps in children's learning to ensure that all children make secure progress across all areas of learning. All children receive the necessary support to help them reach their developmental goals.

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Curriculum and teaching Expected standard

The childminder develops an ambitious curriculum that focuses primarily on developing children's communication, physical and social skills. The childminder focuses on developing babies' and children's communication and language skills. Children are immersed in language and conversation. The childminder skilfully asks questions to help enhance children's learning and introduces new vocabulary. For example, when exploring shapes, the childminder teaches children three-dimensional shape names, such as 'sphere'. The childminder reads books and sings songs with babies. Opportunities such as these help to develop children's communication skills.

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Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development very effectively. She encourages children to be independent. For example, children tidy up toys and put on their own shoes before going outside. They receive praise for perseverance in tasks. This helps to promote high levels of self-esteem among children.

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Curriculum and teaching Expected standard

Children develop their physical skills effectively. The childminder provides daily opportunities for babies and children to strengthen their small and large motor skills. For example, children chop fruit at snack time and use their imaginations as they draw pictures of their favourite characters. Babies roll on the floor and reach for objects. The childminder provides children with a range of low-level resources that help babies to practise standing and cruising. Children climb up slides and balance on bicycles outside. These experiences are carefully sequenced, helping children to build strength, coordination and confidence, which lay secure foundations for later learning.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) receive carefully targeted support. The childminder has good methods for monitoring children's progress. She plans tailored next steps for individual children to work on. The support that the childminder provides reduces barriers to children's learning and/or wellbeing. This ensures that all children have the help they need while waiting for further support from professionals. The childminder establishes effective relationships with local schools. She arranges meetings and compiles transition reports. This provides excellent opportunities to share relevant information. It also helps to support smooth and positive transitions for children.

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Inclusion Expected standard

The childminder has a secure knowledge of SEND and provides effective support for children who need extra help. She ensures that her skills and knowledge of the graduated approach are kept up to date with local authority training. The childminder initiates conversations with parents and carers about any concerns and works closely with them. She identifies strategies and approaches to support children's learning at home. However, the childminder does not consistently seek external advice at the earliest stage. Therefore, on occasion, some children do not always get the extra help they need as quickly as possible.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and management skills. She has good oversight of her provision and seeks regular feedback from parents and carers and other professionals to continually improve. This helps her understand her strengths and make changes to any areas necessary. The consistent reflection and evaluation of practice benefits the children's overall care and development.

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Leadership and governance Expected standard

The childminder regularly keeps her practice up to date through research and training. For example, she has recently attended training to support activities and play ideas. This has helped the childminder to plan activities that are engaging and support babies and children to make progress in their development.

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Leadership and governance Expected standard

The childminder develops positive partnerships with parents and other settings children attend. Parents value the extra support, knowledge and advice the childminder provides. For example, she shares ideas to enhance all children's, including those with special educational needs and/or disabilities, learning at home. This seamless and shared approach helps children to make progress, while supporting their learning beyond the setting in preparation for when they go to school.

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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

Babies and children are extremely settled and confident within this inviting and welcoming setting. The childminder is close by and encourages children's creativity and self-expression through role play. Children enthusiastically show strong independence skills as they dress up as 'superheroes'. Babies thrive from the childminder's expressive nature as she sings enthusiastically. These experiences help to develop their vocabulary, expressive language and a positive sense of self-worth.

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

Children display confidence as they greet visitors. They mirror adults' actions by completing their 'work' using their toy laptops. The childminder knows children very well and understands their developmental stages, supporting them to build skills for their next steps. She completes regular assessments to identify gaps in children's learning. The childminder plans activities across all areas of learning using children's interests.

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

The childminder organises regular trips out into the community to expose children to varied learning experiences. These include visits to the zoo, local parks and regular playgroups. The childminder uses these experiences to help to strengthen children's social interactions and widens their awareness of the world. She promotes culture and diversity by exploring various cultural events with children throughout the year.

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

The childminder has high expectations for children's behaviour and acts as a positive role model. Children talk to each other respectfully. They build strong friendships and are polite to each other. For example, children take turns and share crayons when drawing. The childminder praises their patience and kindness towards their friends. This approach fosters children's positive attitude towards their learning. Older children show consideration for younger children by carefully walking around them and alerting the childminder when the babies become upset. This helps children to develop empathy towards others.

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Next steps

The childminder should review practices for contacting external professionals for advice or to make referrals in a timely manner to support children who need more help.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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About this setting

Local authority: Cheshire West and Chester

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About this inspection

The inspector spoke with children, parents and carers and 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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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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