Childminder

Childminder

Unique reference number (URN): EY304885 Registered with Ofsted: 18/03/2005 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 provides a safe, happy and nurturing environment. Children show they understand and feel comfortable following the routines and boundaries the childminder has embedded. They know what is expected of them and behave well. For example, they know what they need to do when the childminder asks them to tidy up and love the challenge of beating the timer to pack away. Children say, 'We have to work as a team to tidy and beat the clock.'

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Behaviour, attitudes and establishing routines Strong standard

The childminder simplifies her language and uses repetitive phrases to help children of all ages and stages of their development to build friendships with each other. For instance, younger children repeat, 'Can I have a go next?' after hearing the childminder say it. The childminder skilfully adapts her teaching and uses a range of different resources to help children manage their behaviour. She consistently uses books, toys, objects and words to help children build their social and emotional vocabulary and supports them well to manage their feelings independently over time.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and the children are very secure. Children regularly go to the childminder for hugs and comfort. In response, the childminder consistently listens, responds and uses positive and reassuring language and responds to each child's unique requests or worries.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear understanding of the importance of regular attendance and punctuality. She follows clear processes to record, check and monitor children's absences. She works flexibly with parents to help children attend regularly and make the most of their sessions.

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Children's welfare and wellbeing Strong standard

The childminder builds strong attachments with children. She tailors her support effectively to meet each child's personal care, eating and sleeping routines. She skilfully gives each child the right level of support to build their independence with their self-care. For instance, younger children receive help to wipe their noses and wash their hands and faces after lunch. Older children show they can manage this independently. The childminder works closely with parents when children's needs change, such as when they are weaning and

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Expected standard

being introduced to new foods or when children have specific medical or dietary requirements.

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Expected standard

The childminder's procedures and routines successfully teach children how to keep themselves safe. For instance, children say, 'Look I've tidied. It is safe for us to walk now,' after they have packed the toys away. When children tell the childminder they have a cold, she comforts them and gives a clear explanation about why vitamins and healthy foods help to look after their bodies and protect them. Children show they are developing good manners and social skills. The childminder talks to the children about finishing their food before they leave the table to prevent any incidents of choking. This helps children learn about making healthy choices.

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Expected standard

Children are learning how to manage their own feelings and emotions appropriate to their ages and stages of development. The childminder uses consistent vocabulary to help children understand and express how they are feeling. For instance, older children use a range of words confidently to express how they feel and how it might make others feel when there are minor conflicts.

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Achievement Expected standard

Children show they are ready for school and future learning. Young children are beginning to manage their own self-care, such as wiping their noses and washing their hands after eating. Older children freely engage in writing and accurately write letters in their name. They show they understand mathematical concepts such as more and less and are learning to manage small conflicts for themselves.

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Achievement Expected standard

Children demonstrate they are confident as they engage in a range of activities, self-chosen and planned. They focus and concentrate and are confident communicators. Children who need additional support or who face barriers to learning achieve well. For instance, they follow simple instructions, join in with daily routines and repeat key words or simple phrases. They demonstrate progress from their starting points.

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Curriculum and teaching Expected standard

The childminder's curriculum gives children a wide range of experiences, including regular visits to parks, the beach and the library. Children benefit from her skilful interactions and develop the skills and knowledge they need ready for their stage of learning. The childminder extends children's learning with appropriate questioning. She offers suggestions and additional resources to extend children's thinking, resilience and independence. Older children are encouraged to persist with setting up a doll's buggy and undoing the straps independently. Younger children are supported well with counting and recognising numbers, shapes and colours. Children benefit from daily physical opportunities, including singing, dancing, building and doing large scale drawing on the floor. These regular activities help children build their core strength, movement, balance and coordination skills. Her regular assessment processes

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Curriculum and teaching Expected standard

and communication with parents help the childminder identify children's starting points, set clear next steps and tailor her teaching to each child.

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Curriculum and teaching Expected standard

The childminder promotes children's language and communication well. Children show a love of books and story time. They join in, answer and ask questions and talk about what they can see. Children independently set up a pretend classroom and read books to the toys, repeating key phrases from well-known stories. However, at times, the childminder misses opportunities to help children pronounce new or difficult words correctly to fully extend their language and communication skills.

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Curriculum and teaching Expected standard

The childminder successfully supports children's personal, social and emotional development. She helps children manage conflicts and encourages children to express their feelings. The childminder models and repeats simple phrases for children who need further support to verbally communicate how they feel. These adjustments help children to share and play cooperatively with each other. Children play imaginatively with soft toys and say, 'He feels sad because his mummy is at work.'

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Inclusion Expected standard

The childminder follows clear assessment processes and swiftly identifies gaps in children's learning. She sets suitable next steps and adapts her provision to meet each child's individual needs. For instance, she simplifies her language, breaks instructions into smaller steps and uses signing to help children who require additional support with their communication and language. The childminder understands the processes for gaining support from professionals, such as contacting health visitors and speech and language therapists. She follows their advice when children show delays in specific aspects of their development.

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Inclusion Expected standard

The childminder has an effective induction process in place to ensure that children's needs are known and shares information regularly with parents. Parents say they feel involved in supporting and understanding their children's needs when these needs are identified. They appreciate the advice the childminder gives them.

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Inclusion Expected standard

The childminder has a secure understanding of the different types of barriers children may face to their learning. She undertakes specific training when children experience challenging issues. For example, she attended trauma training to tailor her teaching to support children who have experienced trauma. She has a solid knowledge of different funding available and knows how to use this to have a positive impact on outcomes for children.

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Leadership and governance Expected standard

The childminder has a firm understanding of the families and children she cares for. She understands when family circumstances change and adapts and shows flexibility around the care and education needed during these times. She knows her strengths and continually strives to improve and learn. She reflects regularly on her practice and attends specific training to improve her knowledge to meet the needs of individual children, such as understanding and using specific strategies when children have experienced an early trauma to help them feel safe and secure in her care.

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Leadership and governance Expected standard

The childminder manages her own wellbeing and workload well. She has effective assessment and planning procures to help her manage her time effectively and has shared these with other childminders. She has good relationships with other providers. She knows when to seek support and advice from others and shares information to help consistency for children who attend other settings. She understands local processes and how to access additional support and/or funding and knows how to use this to reduce barriers 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

Children show they feel safe and secure and benefit from the childminder's caring approach. They go to the childminder for hugs, explore their environment freely and confidently communicate with the childminder and their friends. Children demonstrate they are developing positive social skills. They use 'please' and 'thank you', share resources and play cooperatively with others. For example, older children teach younger children how to play specific games. Children enjoy their learning. They beam as they join in with singing and dancing and show excitement as they experiment with different tools and play dough. Younger children say 'whooa!' when they successfully learn how to use a wind-up torch.

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

Children make progress from their starting points and gain the skills and knowledge they need ready for school and later learning. They show good focus and attention as they listen intently to stories and follow the childminder's instructions. All children, including those who face barriers to their learning, benefit from the individual support they receive. The childminder skilfully adapts her teaching and resources to ensure that all children are included and have opportunities to a range of quality learning experiences. For example, children use signs the childminder has taught them to help express themselves.

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

Children show they feel valued. The childminder listens to children and values their comments, thoughts and ideas. They talk freely about their achievements outside of the setting. They show pride when the childminder praises them for trying and persevering with difficult tasks. Children behave well. They understand and follow the childminder's embedded boundaries and routines. They are eager to tidy up when asked and enjoy trying to pack away before the timer runs out.

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

The childminder forms positive relationships with parents to support consistency for children's care and learning. She works flexibly with parents to help promote the importance of regular attendance.

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Next steps

The childminder should make the most of opportunities to help children to pronounce new or difficult words correctly to fully extend their communication and language. The childminder should build on her strengths and areas for improvement to improve practice to a consistently high level.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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About this inspection

The inspector spoke with the childminder and the children and read letters from parents.

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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