Childminder

Childminder

Unique reference number (URN): EY291241 Registered with Ofsted: 09/08/2004 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 creates an exceptionally supportive environment. She forms close bonds with children. They share many moments of joy and laughter together. Children are emotionally secure and show that they feel safe in the childminder's care. The childminder is an excellent role model and shows children genuine respect. This has a positive impact on children's ability to play together and inspires their kindness from a young age.

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Behaviour, attitudes and establishing routines Strong standard

Children are motivated to learn. Babies and children enjoy exploring the range of resources and activities on offer. Children enjoy imaginative play. For instance, they seek and find a superhero character in a toy rocket. Babies enjoy posting and emptying shape sorters. The childminder stays close by, supporting children to stay interested and motivated during their play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works in very close partnership with families. She understands the importance of building trust with families and recognising changes in their circumstances. This helps the childminder to identify and tackle barriers to attendance. For example, when children are absent or late for sessions, the childminder takes the time to find out why. This support from the childminder helps children and their families to establish positive routines in preparation for starting school.

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Children's welfare and wellbeing Strong standard

The childminder has established excellent relationships with children. She knows them all individually. She is a superb role model. The childminder continually praises and encourages the children, which promotes their growing independence well. All children take pride in completing tasks. Children learn to manage self-care skills, such as washing their hands, putting away their shoes on arrival and tidying away resources. The clear routine and expectations set out by the childminder helps children to become independent from a young age.

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Children's welfare and wellbeing Strong standard

The childminder embeds hygiene routines consistently throughout the day. She is an incredible role model. The childminder leads by example, encouraging children to develop an understanding of healthy lifestyles. Children learn social skills as they eat healthy meals together each day. The childminder sits close, helping children to feel secure. A recent oral

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Expected standard

health course has supported the childminder's knowledge of healthy food and how she supports weaning and healthy choices.

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Expected standard

The childminder knows her families exceedingly well. Parents speak highly of the childminder and value her support and input into their children's learning. The childminder makes excellent use of her knowledge and skills to support and guide parents. For example, she supports them to implement consistent methods for helping children to learn how to regulate their behaviour and emotions, especially during mealtimes. This sharing of information further supports a consistent approach to children's ongoing development.

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Achievement Expected standard

Children are well prepared for their next stage of development across all areas of learning. Children listen well and their good levels of attention keep them engaged in their learning. Children are able to follow routines, take turns and listen to stories. Children are self- assured. They engage well with adults and other children and show confidence in new situations. They are motivated to learn and develop the skills ready for the next stage of their learning, including their move to school. The childminder has implemented strategies to ensure children who may face barriers to their learning typically achieve well from their starting points. However, some children do not make as much progress as possible because the childminder does not always make timely referrals to other professionals to further support children's learning and development. Children are making secure progress in their communication and language development. As they play with rockets they competently

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Achievement Expected standard

repeat new words the childminder models to them, such as 'aliens' and 'planets'. Children develop their communication skills as they listen attentively and use language purposefully.

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Curriculum and teaching Expected standard

The childminder has devised a well-sequenced curriculum that reflects children's different ages and stages of development. She plans for children's interests and works with parents to establish children's starting points in development. This helps babies and children to feel safe, secure and happy. The childminder supports children's next steps in learning effectively through play. For example, she encourages children to peel stickers and use tools to spread paint and glue. She purposefully provides opportunities for babies to crawl and pull themselves up to standing to strengthen their muscles and develop their coordination. The childminder maintains a sharp focus on supporting children's social development. Children attend various group sessions and have numerous opportunities to engage within the local community ,supporting the children's personal, social and emotional development.

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Curriculum and teaching Expected standard

The childminder has a typically accurate understanding of the quality of the curriculum and teaching in her setting. There is a focus on developing children's communication and language and their love of books. However, when children are mistaken, the childminder does not consistently address these misconceptions. For example, when children incorrectly identify pictures, she does not correct them to broaden their knowledge and understanding. The childminder has recently introduced a communication screening tool. This has enabled her to identify clear strategies to support children's individual needs in developing their communication and language skills.

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Inclusion Expected standard

The childminder has high expectations of the children in her care and knows them very well. She has effective screening and assessment tools in place to help identify gaps in children's individual learning, which she reviews regularly. The childminder has completed a course to support children's speech, language and communication development, in response to children's individual needs. She values professional development and regularly undertakes training to keep her knowledge current. This supports her with the skills and knowledge to share with parents, when children may need extra help.

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Inclusion Expected standard

The childminder works closely with parents and staff at other settings for those children who have had referrals made. This ensures that children have support and consistency in their care and learning. Typically, the support the childminder provides reduces barriers to children's learning and/or wellbeing, as children make progress from their starting points. The childminder has an effective working knowledge of the graduated approach and knows who to contact for support if needed. However, there has been a delay in the childminder making referrals to professional services for children who may face barriers to their learning. This means these children do not access specialist support in a timely manner. The childminder has put effective strategies in place to support these children while they are waiting for external professional input.

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Leadership and governance Expected standard

Overall, the childminder demonstrates effective leadership through regular reflection on her practice. She actively works closely with the local authority and childminder network to help improve her practice. The childminder accesses professional development and considers ways to enhance the learning environment. However, the childminder is yet to access professional development opportunities to support children's specific needs effectively.

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Leadership and governance Expected standard

The childminder knows a wealth of information about children and uses this to successfully plan for their learning. She has developed close partnerships with parents. She shares information in daily conversations. Parents particularly appreciate the regular updates and reassurance she offers to them. They are aware of their children's key milestones and how to support their learning journeys at home. The childminder has made professional relationships with the local pre-school settings children also attend. As a result, they support each other to give the appropriate targeted support 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

The experienced childminder is nurturing, calm and caring towards children. She forms close relationships and interacts warmly with them. The childminder has flexible routines that fit around children's personalised care needs. This encourages children to feel safe and respected. Children enjoy their time spent in the childminder's welcoming home. They busily explore the wide range of toys and equipment that is readily available for them. Children demonstrate positive attitudes to learning. The childminder knows children well. She provides play experiences based on children's interests, that build on their knowledge and understanding. For example, children enjoy craft activities, showing concentration as they glue and stick space-themed artwork. The childminder expertly weaves learning into the activity as children identify colours and label items. However, at times, the childminder does not help to deepen children's knowledge and model accurate terminology. This limits their

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

ability to build a secure understanding.

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

The calm and relaxed atmosphere supports children's emotional security. The childminder is close by, modelling interactions and her expectations well. This helps children to positively interact with peers. As babies become tired, the childminder responds with sensitivity, meeting their individual needs while modelling care and respect for others. Children show an awareness and consideration for others as they keep quiet when babies sleep. The childminder has high expectations for children's behaviour. For example, she reminds them to tidy away the toys before lunch. Children join in and follow these instructions with ease. This helps them to learn to respect their environment and develop an understanding of right and wrong.

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

Children who speak English as an additional language are supported well. The childminder uses effective strategies, such as modelling speech, to enable children who speak English as an additional language to develop the skills they need to communicate confidently. However, the childminder does not always make prompt referrals to other professionals to ensure she receives precise guidance and advice to support children's individual needs.

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Next steps

The childminder should develop skills further to identify children's misconceptions and to address them quickly to support children's knowledge. The childminder should embed procedures to make timely referrals to external professionals to ensure that all children get appropriate support.

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About this inspection

The inspector spoke with the childminder 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

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