Childminder

Childminder

Unique reference number (URN): EY472053 Registered with Ofsted: 21/03/2014 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 has high expectations for children's behaviour and attitudes. She serves as a positive role model. She has created a calm, harmonious and respectful learning environment where children thrive emotionally and socially. Her nurturing guidance enables children to develop increasing confidence in managing their own feelings and behaviour. Children acquire important social skills and learn how to regulate their feelings. The childminder consistently demonstrates kindness, consideration and respect. She skilfully guides children to show care and empathy towards others. As a result, children reflect these positive values in their interactions and demonstrate genuine respect for their peers and their environment. Children behave very well. They are clear about the expectations for behaviour, based on their age and stage of development. Children receive gentle reminders of expectations from the childminder as required, such as to help tidy up the toys when they

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Behaviour, attitudes and establishing routines Strong standard

have finished playing and to respect the resources.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently explore their environment with growing independence, curiosity and enthusiasm. They readily engage with the childminder and eagerly share their experiences and learning with her. The childminder praises and encourages children, helping them to feel a sense of achievement and pride. Children develop strong, secure and trusting relationships with the childminder, who is consistently warm, responsive and attentive to their individual needs. This is clearly evident as children naturally seek her out for comfort, reassurance and affection throughout the day. The childminder works in partnership with parents to ensure that children are punctual and consistently attend the setting to ensure they are prepared for their next steps in their learning.

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Children's welfare and wellbeing Strong standard

The childminder supports children's early independence well. She encourages children to make their own decisions and become confident and independent learners. Children choose what they want to do throughout the day. For instance, they tell the childminder when they wish to play outdoors and fetch their shoes. The childminder supports children to develop a knowledge of healthy habits that promote good wellbeing and physical health. Children enjoy daily home-prepared meals that the childminder makes. Children learn about managing some risks. For example, they use knives to make their sandwich. The childminder carefully supervises children as they eat and rest. Care practices are well

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Expected standard

established. Children wash their hands after blowing their noses, before eating and after toileting. The provider offers overnight care and ensures that healthy routines are followed and privacy is respected. Children wash their faces and brush their teeth before going to bed and when they wake up in the morning. The childminder has previously cared for children with special educational needs and/or disabilities and demonstrates her understanding of the importance of adapting her practice to meet their individual needs. The childminder consistently reduces any barriers children may face in achieving their full learning potential.

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Expected standard

The childminder places a strong emphasis on promoting children's emotional wellbeing. She prides herself on the secure and responsive relationship she has developed with the children in her care. The childminder creates a nurturing environment where children feel safe, valued and secure. She supports children to recognise and express their emotions, offering guidance to help them manage their feelings and develop resilience. In addition, she provides a calm environment that helps children to feel very confident. The childminder builds children's independence and self-esteem through positive praise and encouragement. As a result, children are extremely happy, settled and emotionally ready to engage fully in their learning and play.

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Achievement Expected standard

Children are confident, active learners who enjoy exploring the childminder's home and garden. For example, they enjoy checking the plants they have cultivated together and recalling when they planted them. As they stack wooden blocks in the garden, they talk about the different sizes and sort the blocks in size order. Children begin to spontaneously count during their play. For example, they confidently count the steps as they climb up the slide before they whizz down excitedly. As they enjoy exploring their favourite sea creature book, they count the starfish they can see. Children are familiar with the stories the childminder reads to them and can anticipate what happens next. They turn pages confidently and stop and pause at their favourite parts of the story, asking the childminder to read it again. The childminder removes any barriers to learning for children with special educational needs and/or disabilities, ensuring that all children make the best possible

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Achievement Expected standard

progress in readiness for their next stage of learning. That said, the curriculum does not currently provide enough opportunities for children to excel in their learning and development.

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Curriculum and teaching Expected standard

Overall, the childminder has developed an effective curriculum that focuses on children learning through play. She builds on what children already know and can do. The childminder uses her knowledge of children's interests to engage them in play and learning. The aim of her curriculum is for children to develop the knowledge and skills they need to move on to their next stage in learning. For example, she supports their independence by encouraging them to develop self-help skills, such as handwashing, using cutlery and putting on their own coats and shoes. The childminder ensures that these transitions are as easy as possible for them. She is starting to reflect on and evaluate the impact the curriculum has on ensuring that all children achieve. This, in time, will ensure that a more ambitious and sequenced curriculum is implemented.

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Curriculum and teaching Expected standard

The childminder plans experiences and activities for children to support their learning, as well as introducing new knowledge and skills into their free play. For example, when reading a book together, the childminder asks appropriate questions about what they can see in the pictures and names animals such as 'alligator' and 'leopard'. She encourages the children to repeat the words out loud. This helps children to develop confidence in their pronunciation of words and supports their communication and language skills. The childminder focuses on supporting children with their personal, social and emotional development and their physical development. For example, she encourages children to climb steps and to slide down different-sized slides in the garden. She praises their achievements and supports children's resilience to persevere. Children benefit from regular outings and opportunities to build their

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Curriculum and teaching Expected standard

social skills. For example, they learn to interact and build the confidence to join in with larger group activities.

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Inclusion Expected standard

The childminder gathers important information from parents to help identify clear starting points for children's learning. She then uses ongoing observations and assessments to monitor children's progress and identify their next steps in learning. However, these assessments are not yet rigorous to help children to make even more progress in their learning and development. The childminder completes the required progress check for children aged 2 years, and links with other professionals to ensure that all children, including those with special educational needs and/or disabilities, receive the support they need to make progress. She works with the local authority, which helps keep her knowledge of the graduated approach updated. For example, if a child needs additional support with their communication and language skills, she ensures that this is a key focus in her planning and next steps.

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Inclusion Expected standard

The childminder is clear about the adaptations and adjustments required in her provision to meet the needs of disadvantaged children. She is aware of external funding she can access to support her to achieve this. The childminder ensures that her provision meets the needs of all children and helps improve the achievement of all children. She swiftly identifies children's emerging or changing needs quickly and accurately to ensure that children receive the correct level of support to meet their potential.

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Leadership and governance Expected standard

The childminder has a clear understanding of her role. She is reflective and identifies her strength as a home-from-home setting. Overall, she is committed to ongoing professional development to help her identify any areas for improvement. She accesses mandatory training, such as safeguarding and paediatric first aid. However, the childminder has not focused her training to raise the quality of education and achievement so that she has a consistent focus on consistently improving practice for all children. The childminder works with other agencies and professionals to ensure that children with special educational needs and/or disabilities receive the additional support that they need. She has developed links with local schools to ensure she knows what she is preparing children for next.

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Leadership and governance Expected standard

The childminder demonstrates she is professional, committed and has an enthusiastic approach to her role. She actively seeks and values parents' views. Feedback from them is positive and commends her genuine warmth, care, the activities she provides and her communication with them. The childminder recognises the importance of developing positive relationships with parents before children even start at the setting. Parents are regularly informed about their child's progress and how they can best support their children at home.

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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 childminder has a clear vision for what she wants all children to know and achieve before starting school. She aims for them to become happy, confident and caring individuals, who can manage tasks independently in an age-appropriate way. Children learn alongside their peers and play collaboratively. The childminder considers the needs of children with special educational needs and/or disabilities (SEND) and adapts her provision accordingly. She regularly assesses and tracks the progress all children are making. This ensures that any gaps in development are identified and individual plans are developed to reduce any gaps. The childminder works alongside other professionals and agencies to support children with SEND.

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

Children demonstrate that they feel relaxed, happy and settled in the childminder's care. Young children settle quickly and access a range of activities indoors and outdoors. They benefit from close, caring relationships with the childminder to help them feel safe and secure. They demonstrate secure attachments to the childminder, often involving her in their play. For example, children invite the childminder to make 'tea' using role-play resources. They giggle as they cut up the play cake and offer the childminder a piece with her 'tea'. Children pretend to drink and exclaim that their cup is empty and they need to fill it up again. The childminder provides attractive, accessible resources on the floor, enabling younger children to make independent choices and select toys for themselves. Children demonstrate their interest in the activities on offer. For example, as they play a shopping game, they

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

confidently name the pictures of food on their shopping list. They match the picture cards to the shopping list and name items such as 'watermelon', 'tomatoes' and 'broccoli'.

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

Children demonstrate their dexterity and coordination skills as they confidently use a knife to spread butter on their bread. They count the corners of the bread, supporting their mathematical skills as they create their sandwich for lunch. They confidently stack wooden blocks outside and navigate the slide with confidence. Children are active learners and thoroughly enjoy their time spent with the childminder. The childminder works with parents to promote punctuality and monitors children's attendance. This approach supports children's readiness for their next stage of learning.

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Next steps

The childminder should focus on developing a more ambitious and sequenced curriculum that sets ambitious goals and builds on children's knowledge and skills. The childminder should target training more specifically to raise the quality of education to the highest levels, to further support children's progress and achievement. The childminder should further develop her self-evaluation processes to consistently identify and improve her practice to benefit children's development.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 20:00

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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 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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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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