Childminder

Childminder

Unique reference number (URN): EY261049 Registered with Ofsted: 08/07/2003 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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Achievement Expected standard

Children are developing their early language skills. Babies turn the pages of books and babble along while the childminder reads. They listen intently to the childminder and offer their ideas through gestures and sounds. Stories and rhymes are at the heart of children's learning. This helps children become confident communicators in readiness for school, including those with special educational needs and/or disabilities. Babies are developing their muscles and movement. For instance, they confidently crawl and reach for objects of interest, which helps strengthen their core muscles for later walking. Babies are learning to feed themselves and use their water cups at mealtimes. This helps them develop early independence and self-care skills.

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Behaviour, attitudes and establishing routines Expected standard

Children have wonderful attachments to the nurturing childminder. She plans her environment according to the ages and stages of the children she cares for. For instance, she ensures that babies can access various resources that interest them and considers how to further their physical development. As such, babies are curious about their environment and know the childminder is close by for reassurance if they need it. This helps them to feel extremely safe and secure. The childminder plans her environment for children to learn to take turns. She skilfully gives children ample time to explore the various musical instruments. She role models to babies how to play a xylophone and encourages them to take turns. The childminder seamlessly embeds manners into her setting. Throughout her narratives, she is respectful of children's choices and consistently praises them for their achievements. Even the youngest of babies smile with joy. The childminder records and

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Behaviour, attitudes and establishing routines Expected standard

monitors children's attendance. She shares with parents from the outset the importance of regular attendance so that children benefit from the experiences she offers.

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Children's welfare and wellbeing Expected standard

The childminder places children's wellbeing at the centre of her practice. When children start, she plans highly effective settling-in sessions with parents and children. This helps the childminder to closely follow the care routines of children's home lives and any care plans for children with special educational needs and/or disabilities. She is attentive and ensures that babies have their familiar cuddly toys close by. This helps babies feel safe and secure. As such, they settle extremely quickly into the childminder's nurturing home environment. The childminder skilfully plans her environment to help babies' physical development. She selects and places resources around a soft blanket that she knows they are interested in. As such, babies have ample opportunities to develop their core muscles as they lean and crawl to reach the various stimulating resources. Furthermore, the childminder plans regular

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Children's welfare and wellbeing Expected standard

outings to soft-play centres and local parks. This helps them develop their large-muscle groups in readiness for later walking. The childminder supports babies' health very well. She gathers information about the stages of weaning babies are at and also their sleeping patterns. The childminder is vigilant and monitors babies' feeding and sleeping well. This helps keep children safe. The childminder is passionate and dedicated to her role.

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Curriculum and teaching Expected standard

The childminder demonstrates a strong approach to curriculum planning and teaching. She uses effective systems to observe and assess children's learning and development. She gathers detailed information to meet each child's individual needs and to support their personal, social and emotional development. The childminder follows babies' home care routines closely. This helps children settle smoothly into her nurturing environment. Her teaching is warm and responsive, with a strong focus on communication and language. Babies enjoy stories and songs throughout the day. She uses repetition and single words to help them develop their early vocabulary. She encourages early mark making by letting babies grasp large wax crayons and tap them on paper. Older children have access to a wide range of craft materials. These are easy to reach and help children develop their creativity. The childminder also uses simple counting and mathematical language during

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Curriculum and teaching Expected standard

everyday routines. She adapts her environment to support children with any barriers to learning. For example, she has created a calm reading space where children can relax and regulate their emotions. The childminder plans many trips and outings to broaden children's experiences. She takes them to local castles, train trips and toddler groups. These activities help children understand their community, develop social skills and learn about the world around them.

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Inclusion Expected standard

The childminder takes time to get to know the children and families she cares for. She uses observations and regular assessments to monitor for any gaps in children's learning and development. The childminder has experience of caring for children with complex medical needs. She has worked with other professionals and made adaptations to ensure that they were fully included in her setting. Furthermore, she has created a calming area to support children when they feel overwhelmed. The childminder works closely with parents and other professionals. This helps children have a consistent approach to their care and learning. Parents report on the childminder's dedication and care. The childminder uses any additional funding that she receives to plan activities precisely to the needs of the children, for example outings to places of interest that allow children the space to develop their physical skills in a safe environment. However, the childminder recognises that she has not

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Inclusion Expected standard

considered how to further her own knowledge to swiftly identify children with special educational needs and/or disabilities to help them make rapid progress in their learning and development.

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Leadership and governance Expected standard

The childminder is experienced and highly reflective about her setting. She demonstrates a secure understanding of her strengths and areas for development. The childminder has a robust knowledge of the Early Years Foundation Stage. This helps her plan for children's next steps in their learning and development. The childminder completes mandatory training, such as safeguarding and paediatric first aid, to ensure children's safety and wellbeing. She has a network of childminders who share information with each other. However, the childminder recognises she has yet to fully explore wider professional development opportunities that could deepen her knowledge on how to swiftly support children with special educational needs and/or disabilities (SEND). Nevertheless, the childminder has links with external professionals to seek support for children with SEND and knows how to access additional funding that children may be entitled to, to further their

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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 a nurturing and well-organised environment, where their individual needs and interests are at the centre of the childminder's practice. From the outset, children are welcomed through thoughtfully planned settling-in sessions, enabling them to feel safe and secure as they transition into the childminder's warm and welcoming home. The childminder invests time in getting to know each child and their family. This helps her to identify children's starting points and care routines. The childminder uses observations and regular assessments to identify and address any gaps in learning and development. This means that children, including those with complex medical needs or special educational needs and/or disabilities, are fully included and supported.

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

Children's wellbeing is prioritised. The childminder is responsive to the care of babies and their unique needs. Her interactions are warm and consistent. Communication and language are central to the childminder's teaching. Babies are immersed in stories, songs and rhymes throughout the day. The childminder uses the repetition of familiar stories and introduces single words to build babies early vocabulary. As such, babies snuggle in with the childminder as they explore the different sensory pictures in a story. She praises babies for their achievements; this develops their sense of belonging and encourages them to have a go. As a result, children flourish, becoming confident communicators and enthusiastic learners, and are well prepared for their next stage of education. The childminder skilfully weaves mathematical language and early counting into everyday routines and encourages early mark making. The childminder is passionate about children developing their social

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

skills. She plans activities that encourage turn-taking. This helps young children to develop their friendships. The childminder plans a wealth of regular outings to local attractions, parks and toddler groups. These experiences help children understand their community and the wider world.

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About this setting

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

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Next steps

The childminder should engage in further professional development to enhance their knowledge and skills in promptly identifying children with special educational needs and/or disabilities to ensure these children achieve the best possible outcomes.

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About this inspection

The inspector spoke with the childminder and the children and took into account the written views of 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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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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