Childminder

Childminder

Unique reference number (URN): EY336656 Registered with Ofsted: 26/06/2006 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

All children make expected progress from their individual starting points because support is appropriately matched to their needs. Children develop secure foundations, positive attitudes and increasing levels of independence. For example, they manage their own outer clothing and carry out age-appropriate responsibilities that prepare them well for the next stage of their education.

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Achievement Expected standard

Children show enthusiasm and curiosity as they explore a varied range of activities and experiences. They discover how to create new colours as they mix different coloured paints together. Children have a love of books. They spend a sustained period of time absorbed in a varied range of books while relaxing in the inviting reading den outdoors. Children excitedly select a book to take home and share with their parents. This helps to continue to broaden children's communication and language skills.

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Behaviour, attitudes and establishing routines Expected standard

Children know to find and correctly position their individual name card on arrival. This supports them to have a sense of belonging and independence in the inviting and inclusive environment. The childminder and any assistants she works with promote positive behaviour effectively. They are consistent, positive role models. The childminder provides children with calm reminders of the high expectations in place, such as to remain seated while eating. However, there is scope to further enhance children's personal and social skills during daily routines, such as mealtimes. The childminder resolves any minor disagreements between children calmly. This enables children to swiftly resume their play together. The childminder supports children to understand their own and other's emotions through the use of stories and soft toys. This prepares children with the foundations to regulate their own behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children to show respect for each other and the environment. Children help the childminder to tidy away toys and activities, showing responsibility and respect for their environment. The childminder praises children in their preferred way for their achievements. This contributes to children's positive sense of self- esteem. The childminder highlights to families the importance of regular attendance and punctuality to support children's continuity of learning and familiar routines.

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Children's welfare and wellbeing Expected standard

Children are warmly welcomed into the setting and settle quickly, confidently exploring the rich range of resources and engaging with their peers. Well-established settling-in arrangements are in place and are carefully tailored to meet the individual needs of each child. The childminder works in close partnership with parents from the outset to obtain essential information to support a smooth transition into the setting. This collaborative approach ensures that children's well-being is fully understood before they begin attending.

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Children's welfare and wellbeing Expected standard

The childminder and any assistants she works with develop warm, nurturing relationships with children. This helps children to feel safe, secure and confident. The childminder encourages children to identify their own, and other children's, feelings through stories. She validates children's emotions, reassuring them that it is alright to feel muddled sometimes. The childminder provides children with a nutritious range of food and continues to broaden children's tastes. She supports children with learning the skills and knowledge they need to take care of themselves. For example, children know to follow good hygiene practices and wipe their face after eating. Frequent access to the childminder's inviting outdoor area enables children to build on their physical skills. She teaches children to remain safe, for example, during visits to the local nature reserve.

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Curriculum and teaching Expected standard

The childminder has a clear vision of what she wants children to know and do to prepare them for their next stage of education. She has a secure understanding of the knowledge and skills each child needs and plans activities that reflect children's interests and build learning over time. This supports children's engagement and positive attitude to learning. The childminder ensures that all children access an equally ambitious curriculum. Recent improvements to the outdoor area enable the childminder to adapt her teaching to children's preferred areas of learning in all weathers.

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Curriculum and teaching Expected standard

The childminder's effective use of questions supports children's critical thinking skills. For example, children predict what will happen to the fresh lavender infused ice cubes as they handle them. The childminder gives children uninterrupted time in their play to develop their personal, social and emotional skills and continue deep levels of concentration. The childminder extends children's range and understanding of vocabulary through her interactions and teaching of positional language through mathematical concepts. Children learn to assess risks as they climb and carefully balance on raised planks of wood.

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Inclusion Expected standard

The childminder works closely with any assistants she works with to assess and identify children's individual needs, ensuring that any emerging concerns are identified and acted upon promptly. She uses her existing knowledge of effective strategies, such as the use of simple sign language, and regularly updates her knowledge through relevant training. This enables her to adapt her practice and consistently implement a fully inclusive culture. As a result, children receive timely and well-matched support that helps them build confidence, develop key skills and continue to achieve well in their learning. Ongoing communication with parents helps to ensure shared approaches support every child's development. The childminder is proactive in reaching out and working in partnership with other professionals, such as health visitors, to complete integrated reviews when needed. This means that all children receive the timely support and tailored provision they

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Inclusion Expected standard

require. The childminder understands the barriers that children and families who speak English as an additional language may face. She supports children to understand and develop a secure level of the English language to clearly express themselves. The childminder translates all communication for parents in to their home language on the online platform. This enables them to remain fully informed about their children's experiences and achievements.

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Leadership and governance Expected standard

The childminder and any assistants work together very effectively as a team to create an engaging and nurturing environment. Together, they consistently reflect on practice and use this ongoing evaluation to make adaptations and improvements to the provision. The childminder is yet to embed high-quality routines across every aspect of the provision.

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Leadership and governance Expected standard

The childminder completes a wide range of professional development opportunities to help ensure that her knowledge and understanding remain current. This includes networking with other childminders to share ideas and gain new knowledge. She applies new learning effectively to strengthen her practice and improve the overall quality of her setting. For instance, she has recently enhanced the way she implements music and movement sessions to support the sustained engagement of all children. The childminder shares new knowledge and skills with any assistants she works with to continue to build on their practice. This commitment to professional development and reflective practice ensures that children receive care and education that is well informed and up to date.

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Leadership and governance Expected standard

The childminder has fully considered her workload. She has made positive adaptations to the information she shares with parents through an online platform. This enables her to spend even more valuable time with children. The childminder shares photos of children's achievements with parents and keeps them well informed about their next steps in learning. Parents value how their children are loved, valued and understood.

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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 arrive happy and are warmly welcomed by the childminder, any assistants and their friends. They are eager to choose and engage in the varied and rich range of resources and activities that reflect their unique interests and support them to build on what they know and can do. Children welcome the freedom to express their creativity in their preferred way. For example, they demonstrate increasing confidence as they explore the texture of shaving foam with their hands. Children independently select and use small tools to create circles and patterns in the foam. They cover small balls with foam and hide snowflake shapes. Children smile and laugh, demonstrating a sense of pride as they move the foam to reveal

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Inspector:

Lorraine Pike the snowflakes. They show independence and engage well in the activity, demonstrating that they feel safe, secure and confident.

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Inspector:

Children's individual needs and what they need to learn next are swiftly identified from the outset. The childminder shares this information with any assistants she works with to ensure a collaborative approach. This supports all children, including those that face barriers in their learning and development, to make progress in their learning and development from their starting points. Children benefit from new experiences that help to broaden their understanding of the wider world. They show fascination in the enticing 'curiosity station' that helps to deepen their understanding of winter. Children observe how a real drill works and learn what it can be used for. They use this new knowledge in their imaginative play as they use a toy drill and other tools to pretend to fix the role-play vehicle. The childminder actively encourages children's attendance by creating a welcoming environment and maintaining

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Next steps

The childminder should take a more focused approach to build on children's social interactions during the daily routine, such as mealtimes.

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About this inspection

The inspector spoke with the childminder and any assistants she works with 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,Friday : 07:30 - 18:00

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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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