Childminder

Childminder

Unique reference number (URN): EY244635 Registered with Ofsted: 07/07/2003 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

Children behave extremely well. The childminder provides a calm environment and robust routines that support children to know what is expected in the setting and what is happening next. For example, the children know that when they come in from school, they take their shoes off by the door, put their bags away in the bag box and then choose what they would like to do while dinner is being prepared. The childminder gives the children lots of praise and encouragement, which reinforces these routines and behaviours. The childminder skilfully adapts her approach depending on children's needs, giving additional support to those who need it, and she uses sensitive questioning to support children to problem-solve for themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds professional but warm relationships with the children. The children seek out comfort from the childminder when they are feeling unsettled, and the childminder is attentive to their needs. The children enjoy talking to the childminder about their school day, and they take it in turns to tell her something about what they have done that day.

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Behaviour, attitudes and establishing routines Strong standard

Children build strong relationships with each other, and older children support the younger children to play. For example, older children support younger children to set up a dolls' house. Children play games such as table football, where they take turns and explain the rules of the game to each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has procedures in place to follow up on and monitor absences. She promotes the importance of good attendance and supports families when difficulties arise that impact on children's attendance.

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Children's welfare and wellbeing Strong standard

The childminder is exceptionally attentive to the children's care needs and promotes children's independence in developing healthy habits with regard to hygiene routines. She has developed warm and trusting relationships that enable her to support the children in these routines. The childminder has a sound understanding of the children's needs and adapts care routines to the children's different stages of development, providing support to those who need it and guiding children to become more independent as they get older. As a result of this support, children gain these skills, quickly growing their independence. Children

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Expected standard

who are secure in these skills complete these tasks independently and have a strong understanding of safety and hygiene. They hold onto the banister on the stairs and wash their hands after using the toilet and before eating.

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Expected standard

The childminder is extremely organised in ensuring that she is ready for each step of the routine. During mealtimes, the childminder supervises the children and encourages them to talk about the food they are enjoying. Meals are healthy and nutritious, and the childminder encourages the children to try each part of their meal. Counting peas onto a spoon and exploring what is inside a pea if you squish it supports children to try vegetables that they say they do not want. At times, when children get frustrated, the childminder supports them to express themselves in appropriate ways and talk about their feelings.

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Leadership and governance Strong standard

The childminder demonstrates high levels of professionalism, analysing the quality of her provision and putting plans in place to drive continuous improvement. She is particularly focused on ensuring that she is trained in the knowledge and skills that will enable her to provide the very best care for the children. Despite not always having the full information about children's individual needs, the childminder is able to put in place appropriate support for children using the knowledge she has gained through training and professional development.

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Leadership and governance Strong standard

The childminder uses information gained from parents and children surveys to inform and develop her practice. For example, when feedback is given on how much she gives instructions to the children, the childminder reflects on this and has now developed her practice to ensure that children have choices and that routines are robust, enabling children to act more independently.

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Leadership and governance Strong standard

The childminder works with parents to ensure they are well informed about their children's time at the setting. She supports parents to be aware of current issues that could affect their children. For example, she shares information about online safety that supports parents' awareness of online dangers, as well as what they can do to minimise risks to their children.

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Inclusion Expected standard

The childminder works with parents to gather information about each child's needs and ensures this information is reviewed and updated regularly. The childminder supports children, including those with special educational needs and/or disabilities, by providing a welcoming and inclusive environment that supports their wellbeing. For example, children can relax after school and play games with their friends. The childminder monitors and reviews the children's needs, adapting her approach as needed. For example, when she receives feedback that children are finding learning at school really tiring, she ensures that children have enough rest time in the setting. The childminder has an understanding of how to use additional funding, such as early years pupil premium funding, effectively to ensure children's needs are being met.

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Inclusion Expected standard

The childminder attends relevant training that enables her to develop her knowledge and skills to be able to put more targeted support in place for children. She gathers information from parents and teachers to mirror the support that is being provided for children in other settings. However, this is not yet consistent for all children. This means that for some children, the childminder does not have the full information about how best to meet children's individual needs, which hinders the quality of support she can provide for them.

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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 provides a welcoming and calm environment where children can enjoy making friendships with others and participate in a range of activities. All children are encouraged to learn and develop their independence, and the well-embedded routines support this. Children know what is happening next in the routine, and this consistency helps them to feel safe and secure.

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

Children engage in a variety of activities. When they play board games, older children support younger children to play with them. The childminder supports children's differing needs during craft activities, such as threading beads and making pictures with stickers. These activities engage children for long periods. She helps them to use scissors safely through gentle guidance and encourages them to learn how to choose resources for themselves, depending on what they want to make. Children enjoy showing their parents what they have made when they are collected.

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

The childminder provides healthy, nutritious meals. Children socialise as they enjoy their meal. The childminder listens to children's views and wishes about the food provided and adapts the menus from their feedback. After the evening meal, children choose which activities they would like to do. Some children choose to relax and watch a little television, while others choose to play with a dolls' house. Screen time is limited, and children use digital timers to help them to manage this for themselves.

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

The childminder is attentive to children's needs, noticing when children are quieter than usual or need support with care routines. The childminder has a professional and warm approach to children, and they share with her their thoughts and feelings. For example, children talk about their day at school, sharing the things they did or did not enjoy, and why. The childminder gives children praise and encouragement throughout their time with her and uses games to help them to manage trickier times of the day. To encourage turn taking, she uses fun strategies such as a lucky dip of numbered sticks, which tells them the order in which to take turns.

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Next steps

The childminder should further enhance partnerships with parents to consistently obtain information needed to be able to fully support every child's needs.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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About this inspection

The inspector spoke with the childminder, parents and children.

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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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