Childminder

Childminder

Unique reference number (URN): 227586 Registered with Ofsted: 22/02/1991 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 Expected standard

The childminder ensures that she gathers information about each child before they join her and uses information from parents and the two-year progress check to plan starting points for each child. She knows children's next steps and ensures that she supports them throughout the day. She tailors provision to meet each child's needs. The commitment to communication and language is clear, and children are confident to talk, share their ideas and ask for help. Children demonstrate foundations in their knowledge, sharing what they know about farm animals, including their size and colours, and counting confidently.

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Achievement Expected standard

The childminder has formed effective links with playgroups and other pre-school settings to support children's progress and help them become ready for the next stage of learning and development. Parents feel that they are kept informed about their child's progress and how they can support them at home. Parents purchase additional resources for their child based on feedback from the childminder to help benefit their development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour effectively. She models appropriate behaviour, remaining calm and relaxed, and speaks to children in a gentle manner. Children have positive attitudes to learning, and their behaviour is very good. They learn to share and take turns playing alongside the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Structured routines are implemented to promote children's sense of security, enhance their confidence and support their independence. The childminder addresses the needs of children at varying developmental stages by providing suitable resources and guidance. Children have established secure relationships with the childminder, seeking reassurance and comfort as needed. This self-assurance is evident in their interactions with the environment and resources, as well as in their communication with visitors.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works with parents and ensures that routines are consistent and that there is a positive transition between home and setting. She ensures that parents understand the importance of attendance.

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Children's welfare and wellbeing Expected standard

Children feel safe and secure. They have a positive relationship with the childminder and demonstrate secure attachments. Throughout the day, the childminder ensures that children have plenty of opportunities to practise self-help skills, such as feeding themselves, tidying away toys and managing their own personal care. As a result, children become increasingly independent, proud of their achievements and confident in their ability to take responsibility for themselves and their actions. The childminder shares stories and discusses feelings and emotions. She tailors procedures and resources to meet the needs of all children.

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Children's welfare and wellbeing Expected standard

The childminder actively teaches children about healthy eating. For example, as children play with pretend food, the childminder encourages them to talk about the variety of fruits. Children talk confidently about healthy food choices. Meals and snacks are balanced and nutritious. The childminder closely supervises when children eat. The childminder is attentive to children's medical needs and dietary requirements. Allergy management procedures are secure to help keep children safe and well. Children have access to fresh drinking water, and hand hygiene practice is embedded into the routines of the day to promote children's health and support their wellbeing. The childminder works with parents to support routines for sleeping, feeding and weaning to ensure consistency between home and her practice to support children's development.

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Curriculum and teaching Expected standard

The childminder has a clear idea of what she wants children to learn during their time with her, and the curriculum covers all areas of learning. She uses assessments and tracking information to adapt activities and support to meet the needs of all children. The childminder places a focus on children's communication and language development. The childminder provides high-quality interactions. She plays alongside the children, commenting, modelling language and asking questions. She responds positively to children's interests and opinions. She extends their thinking and encourages them to explore their ideas. This supports children's confidence and independence. Additionally, children benefit from regular singing and story times. Children become familiar with many number rhymes and songs, and they copy and join in with the actions. Children have many opportunities to develop their early mathematics skills.

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Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development. Throughout the day, the childminder ensures that children have plenty of opportunities to practise self-help skills and manage their own personal care. Children seek the childminder's attention and involvement in their play, demonstrating secure attachments and trust. Children develop their large motor skills in the garden and on visits to local play areas. Small motor skills are developed through creative activities using a variety of resources, including scissors. The childminder could improve her practice by participating in additional training to stay current with expert advice.

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Inclusion Expected standard

The childminder understands how to assess children and identify where support is needed. She uses funding to adapt the premises to ensure that they are suitable for all children, including those with special educational needs and/or disabilities.

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Inclusion Expected standard

The childminder requests that parents share the required two-year progress checks completed by other professionals. The childminder has developed a good understanding of each child's personality. She collects information from parents regarding their children's specific needs at the start, which assists with the children's settling-in process. She works with parents to develop a consistency with practices at home. She tracks children's progress and identifies where children need further support. She supports parents to access support from other professionals when needed. She demonstrates an understanding of how to assess children's development, track their progress and access support. Although the childminder accesses mandatory training, she does not consistently use professional development opportunities to further update her knowledge and enhance practice to benefit children.

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Leadership and governance Expected standard

The childminder is experienced and is clear about the strengths of the provision. She knows what she wants the children in her care to learn and the experiences that she offers. She uses links with other childminders, playgroups and pre-school staff to share ideas and reflect on practice. She has an overall understanding of the areas she does well in and has plans to make further improvements. However, she does not have a deeper understanding as to why she is making certain improvements and how these will support the children's development.

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Leadership and governance Expected standard

The childminder has clear policies and procedures that are signed by parents before their child starts to help them understand the expectations of her setting. She carries out regular risk assessments and keeps records of these to ensure children's safety. These also include information about the family dog, and the information is also shared with parents. The childminder regularly shares information with parents, who are complimentary of the childminder and the care that she provides. They value the communication they receive and feel supported. Parents are confident that their children are safe and happy.

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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 thrive and are happy and confident in the care of this experienced childminder. She provides a nurturing homely environment, where children enjoy playing and learning. The premises are child oriented and the best use is made of all available space, including outdoors. She provides time for children to follow their interests and direct their own play. She arranges her provision to enable children to access a large range of resources. Children develop confidence, and they interact positively with visitors and are keen to show them what they are doing. They ask lots of questions and develop their interests and curiosity.

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Inspector:

Amanda Picken The childminder is passionate about supporting children and developing their independence. She praises children and encourages them to try things for themselves. She has a clear idea of what she wants children to learn during their time with her. The curriculum covers the areas of learning. She ensures that she adapts activities and has varied resources to meet the needs of all children. Children enjoy a range of activities and outings into the local community. She plans regular activities outside of the home to build children's confidence in new situations. Children visit toddler groups and have opportunities to develop their physical skills when they explore local parks and play areas.

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Inspector:

The childminder has developed a good understanding of each child's personality and provides activities and resources based on their interests. These include musical instruments and supporting the child as they explore and sing. Children have secure relationships with the childminder and approach her for reassurance and cuddles throughout the day. She has cared for many of the parents as children and developed a family approach.

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Next steps

The childminder should seek professional development opportunities and identify areas for improvement to further enhance knowledge and practice to benefit children's development.

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About this inspection

The inspector spoke with the childminder, children and parents 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,Friday : 07:30 - 18:00

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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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