Childminder

Childminder

Unique reference number (URN): EY387514 Registered with Ofsted: 05/01/2009 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

Children progress across all areas of their development and are well supported in achieving the next steps in their learning. They develop the skills and knowledge they need for the stage of their education. All children build their communication and language skills as they hear clear speech that is adapted to meet their individual needs.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) typically receive focused support. When gaps in learning are identified, the childminder supports them well so that children make progress from their starting points. This approach ensures that all children, including those with SEND, generally achieve well and build confidence in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and responds appropriately to their individual stages of development. Any unwanted behaviour is managed positively. For example, when children throw resources, the childminder calmly explains that the resources are not for throwing and redirects their attention. She offers suitable alternatives, such as a soft ball, so that children can play safely.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and nurturing environment where children learn to play alongside and with each other. She models good behaviour, including using polite language such as 'please' and 'thank you'. As a result, children behave well and play in a relaxed and friendly setting.

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Behaviour, attitudes and establishing routines Expected standard

Children have a positive attitude to their learning, They show curiosity in their play. The childminder asks questions to help them solve problems and gives them time to think. For example, she asks children, 'How can we get the balls out of a box?' Children then decide to climb inside to reach them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear procedures to ensure that children attend regularly and follows up on absences promptly. Children with special educational needs and/or disabilities receive extra support to manage routines and expectations. For example, the childminder uses simple instructions and key words to help them understand what is happening next. This helps children feel secure and included.

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Children's welfare and wellbeing Expected standard

Parents say their children benefit greatly from the home-from-home environment the childminder provides. The childminder follows children's routines when they first start. This helps young children to settle and transition smoothly from home to the setting. Children quickly form secure relationships with the adults at the setting. Those with special educational needs and/or disabilities develop particularly strong bonds with their key person. The childminder acknowledges children's emotions. She responds sensitively to their needs.

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Children's welfare and wellbeing Expected standard

The childminder understands each child's individual needs and adapts care to support them. For example, children who lack confidence receive extra help to feel secure in larger groups. The childminder encourages children to explore the environment with their key person before becoming more confident to explore independently.

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Children's welfare and wellbeing Expected standard

Children learn good hygiene routines, such as washing hands after using the toilet and before eating. The childminder offers healthy meals and snacks. Children enjoy trying a variety of fruit and vegetables. Mealtimes are sociable with children talking to friends about their day. Children develop independence by feeding themselves and pouring drinks. These experiences help to promote a healthy lifestyle and build essential self-care skills.

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Curriculum and teaching Expected standard

The childminder's curriculum has a strong focus on the prime areas of learning. She knows children very well. The childminder uses ongoing assessment to meets the needs of all children. Personal, social and emotional development is a particular strength of this setting. Children build very strong relationships with the childminder and assistants. They seek them out for comfort and support when needed. They feel very safe and secure in their care.

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Curriculum and teaching Expected standard

Communication and language development is given a high priority. Adults model clear speech, giving children time to respond. They adapt language to meet children's individual needs. Books, songs and rhymes are central to learning. Children look at books independently and learn how to hold them correctly and turn pages. They sit cosily with adults to listen to stories, joining in when the childminder pauses and asks questions. Sensory books are provided for children who need a more tactile experience.

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Curriculum and teaching Expected standard

Physical development is supported through activities that build large and small-muscle skills. Maths is included in play, with number language used throughout. Daily outings to playgroups, libraries, museums and cafes help children learn about the wider world. The childminder learns key words in children's home languages and celebrates some festivals and cultures. However, she has not fully considered how to develop the curriculum further to reflect the diversity of all children.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of each child's individual needs. She identifies these needs promptly and accurately. For example, She uses simple instructions, key words and clear language to develop children's communication skills. She works closely with health visitors and parents to share relevant information. Children with special educational needs and/or disabilities are assessed and monitored regularly. The childminder uses this information to plan next steps. This helps children to make progress from their starting points.

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Inclusion Expected standard

The childminder liaises with other agencies when supporting children. However, when children are in the early stages of the referral process, the childminder has not fully considered what further training she could access to support children while they are waiting. This means children may not receive targeted support as swiftly as they could.

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Inclusion Expected standard

The childminder typically considers the environment and her curriculum to promote inclusion and development. Children strengthen their large muscles, and the childminder provides activities that are arranged at an appropriate height to encourage standing and build core strength. Generally, she works to ensure that all children feel included and are supported to achieve their potential. However, at times, she does not ensure that the curriculum fully reflects and values the cultural backgrounds of children who attend and comprehensively teaches children about the diverse world in which they live.

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Leadership and governance Expected standard

The childminder reflects on the provision she offers and considers the impact on children's learning and development. She regularly evaluates the environment and identifies areas for improvement. For example, she recently changed the layout of the learning space to keep children motivated and engaged.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents, providing clear information about the setting and sharing regular updates on children's progress. Parents comment they feel well informed and value the extra support the childminder offers that helps with their family life.

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Leadership and governance Expected standard

The childminder liaises with other settings children attend to find out what they have been learning. This helps her to build on children's learning and supports continuity. The childminder works closely with her assistants, discussing children's needs daily. Assistants know and understand their roles and responsibilities. Procedures are in place to monitor essential training, such as first aid and safeguarding. However, the childminder does not consistently consider what specific training staff could access to better support children's individual needs.

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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 flourish in the care of this calm and nurturing childminder. The childminder promotes children's welfare through positive relationships with their peers, healthy routines and supporting children to develop their independence skills. Mealtimes are sociable, and children enjoy nutritious food. Children learn to share, take turns and solve problems independently. Children play happily alongside their friends. The childminder manages children's behaviour positively. She offers clear expectations and calm guidance to all children, including those with special educational needs and/or disabilities (SEND). Routines are well established, and children with SEND receive extra help to feel secure.

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Inspector:

Miriam Caldecott The childminder's curriculum has a key focus on personal, social and emotional development, physical development, and communication and language. She plans activities to meet the needs of all children. Children form secure relationships with adults at the setting and feel safe. The childminder considers books, songs and rhymes to be central to learning. The use of sensory books support children with SEND. Children enjoy sharing books and listening to stories with staff. The childminder plans daily outings to broaden children's experiences and activities that build on what children know and can do. This helps children to make expected progress from their starting points and gain the skills they need for the next stage of their learning. The childminder is reflective and focused on improvement. She builds positive partnerships with parents and other settings, ensuring continuity of learning.

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Next steps

The childminder should develop the curriculum further to link to and value children's cultural diversity and help children reflect upon the world in which we live. The childminder should identify further training that will help to support children with special educational needs and/or disabilities further.

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About this inspection

The inspector spoke with the childminder, the assistants and the 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 : 07:30 - 17:30,Friday : 07:30 - 16:00

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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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