Childminder

Childminder

Unique reference number (URN): EY393078 Registered with Ofsted: 15/06/2009 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 Expected standard

Children develop trusting relationships with the childminder, smiling and giggling as she gently engages with them. As a consequence, children typically exhibit positive attitudes and behaviours. The childminder encourages the children to make choices as part of their routine, this supports children to stay on task and engage with the provision effectively. The environment is homely and intentional. Children are able to dive into a broad selection of activities, including balance stepping stones, building bricks and problem-solving games.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's skilful guidance helps children to understand what is expected of them. Children develop the ability to share, cooperate and treat others with respect. Children show genuine politeness and use good manners without prompting, responding warmly to the childminder's steady encouragement. However, the childminder should strengthen how she monitors interventions, particularly interventions that promote peer interactions and assist children to develop emotional empathy.

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Behaviour, attitudes and establishing routines Expected standard

The childminder emphasises the value of regular attendance and punctuality, working closely with families to help them maintain steady routines. The predictable rhythm of the day helps children to feel safe and settled, children demonstrate confidence as they move from one transition to the next. Where there are changes in routine, the childminder is proactive in preparing children to be successful.

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Children's welfare and wellbeing Expected standard

The childminder fosters an environment that promotes children's personal development, while strengthening their emotional wellbeing. The childminder helps children to recognise and manage their feelings. Notably, she supports less-confident children by sitting next to them to engage them in conversation. The setting is a warm and welcoming place, where children feel right at home. Positive interactions support children to feel valued. The childminder encourages children to become increasingly independent. For example, children successfully gather their belongings in anticipation for the school drop off.

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Children's welfare and wellbeing Expected standard

Ongoing, effective communication with parents and other settings, helps to ensure that children continue to thrive in her care. Parents report that their children's wellbeing needs are met, because the childminder follows their children's needs and interests. The childminder uses her knowledge to engage the children sensitively, responding to their differing needs well. Children are taught how to wash their hands properly before eating, to 'get rid of the germs'. Children understand the importance of self-care and hygiene. The childminder takes into account children's dietary requirements and preferences. She makes an assertive effort to ensure that all children are catered for by personalising their mealtime experience. A wide range of fresh fruit is offered and children are able to self-select. Children relish ownership over food choices and, because of this, gladly consume the food.

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Inclusion Expected standard

The childminder harnesses detailed information from parents during the settling-in process and through regular communication, this enables her to understand each child's starting points, needs and experiences. The impact of this process ensures that children's individual needs are recognised and planned for. Ongoing communication with parents helps to ensure continuity of high-quality care that supports children to thrive. Parents report that the quality of care is 'nurturing and consistent'.

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Inclusion Expected standard

The childminder is attentive and knows what is happening in the children's lives outside of the setting. She takes a vested interest to attend special events. For example, the childminder attended Christmas performances. This empowered the children's confidence and promoted their self-esteem.

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Inclusion Expected standard

The childminder demonstrates high expectations for children who face barriers. She works with other professionals, when required, to ensure that all children, including those with special educational needs and/or disabilities, receive the guidance and provision they deserve. However, the childminder does not yet rigorously monitor the impact of strategies that aim to enhance children's social skills and behaviours, to ensure that they are having the desired impact.

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Leadership and governance Expected standard

The childminder is dedicated to developing her professional knowledge and actively engages with statutory training, workshops and update opportunities. The childminder is knowledgeable about the professional duties and responsibilities that she has. She has undertaken a broad range of training, with a strong emphasis on special educational needs and/or disabilities, as well as professional development on a range of safeguarding themes and topics. Although there is a clear commitment to professional development and training, it is not always coordinated and at times lacks precision. Despite this, the quality of care and opportunities that the children experience are not affected.

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Leadership and governance Expected standard

The childminder recognises the importance of effective partnership working and works with parents to ensure children receive the best quality care. For example, the childminder uses feedback that she receives from parents to make changes to her provision. Parents speak highly of the nurturing approach and value the childminder's contributions to their child's development.

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Leadership and governance Expected standard

The childminder generally demonstrates a reflective approach to her provision and practice. Developing a deeper understanding of strengths and areas for development would strengthen the overall impact of her practice.

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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 enjoy attending the childminder's warm, home-from-home environment. They are happy, confident and demonstrate a sense of security and belonging. Children form positive, trusting relationships with the childminder and consequently show sustained levels of involvement and enjoy achieving what they set out to do. Children show autonomy and self-confidence. They take turns to get their drinks, help set the table ready for eating and help to tidy up afterwards. The childminder encourages children to make healthy choices, for example she reminds them about the importance of brushing their teeth and offers the opportunity to practise this. She provides them with helpful guidance and praise. Children engage well and communicate happily with their peers while doing so. Children proudly explain why it is important to lead healthy lifestyles and understand why healthy eating, oral hygiene and regular exercise positively contribute to

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

Children are familiar with the routines and boundaries and confidently explore the environment. They make independent choices from the resources available and select their preferred activity. The childminder uses children's interests effectively to engage them in purposeful play. The childminder has high expectations for children's behaviour and reinforces this through her positive interactions. For example, when children create building designs using building bricks, the childminder gets involved, asks questions, narrates what she is building and comments on what the children have done well. This boosts children's self-esteem and helps them to be reflective and curious. There is an ongoing exchange of information, ensuring parents remain informed about their child's experiences. The childminder shares key policies and procedures, including those that promote regular attendance, and articulates why these are important for children's wellbeing and continuity of

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

care. This proactive communication helps build effective partnerships with families and supports a shared understanding of expectations.

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Next steps

The childminder should coordinate professional development and training to ensure that it precisely matches improvement priorities. The childminder should begin to rigorously monitor the progress of all implemented strategies for children with special educational needs and/or disabilities to ensure that they are having the desired impact.

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About this inspection

The inspector spoke with the childminder during this 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,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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

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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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