Childminder

Childminder

Unique reference number (URN): 143280 Registered with Ofsted: 31/08/1990 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Strong standard

Children achieve very positive outcomes and are well prepared for the next stage of their education. They are skilful in their play from a very young age and demonstrate how they have consolidated knowledge. Children confidently show what they have learned about mathematics. They recognise numbers during their play and confidently begin to represent them through objects. Children also begin to understand positional language as they converse about the different items in their nature tray.

p.2

Achievement Strong standard

Children develop broad vocabularies that reflect the breadth of their experiences. For example, they demonstrate what they know and can remember about recent trips out learning about different vehicles. Young children also gain a secure love of reading, which further promotes their increasing language skills. Children become thoroughly absorbed in stories and enjoy looking at text and pictures with the childminder.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a robust approach to children's attendance. She ensures that parents understand the importance of punctuality to increase children's interaction with the daily routine. The childminder identifies where there may be any barriers to children's attendance and works with families to resolve these.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes meaningful relationships with children and, as a result, children demonstrate high levels of respect for her. She works closely with parents and carers to support a joined-up approach to children's behaviour. She delivers clear boundaries and expectations to children consistently. The childminder recognises how to adapt these to provide children with age-appropriate explanations as to why certain rules are in place. Children demonstrate a secure understanding of what is expected of them. For example, they know that they should walk indoors at the childminder's home because it is not safe to run. Children also follow routines effortlessly. For instance, they prepare the chairs, table and floor mat at snack time.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has recently placed priority on supporting children's social development. She knows that children are occasionally struggling to share, for instance. The childminder uses her expert knowledge to develop strategies that support children's understanding of different emotions and the impact of their actions on others. This creates an environment, where children increasingly understand their behaviour and feelings.

p.2

Children's welfare and wellbeing Strong standard

The childminder is passionate about providing an environment, where children feel safe and ready to learn. She ensures that her policies and practices reflect the high priority that she places on children's wellbeing. The childminder is nurturing and professional in her approach to building very positive relationships with children and families right from the start. For example, the childminder engages with parents and carers to support a secure settling- in process. This enables children to develop close and meaningful bonds with the childminder. The childminder gets to know the children that attend her setting well and how she can best support them to thrive. She is forward thinking and identifies environments that children may find challenging. Therefore, routines are well structured, yet adaptable, to precisely meet children's individual needs.

p.3

Children's welfare and wellbeing Strong standard

The childminder ensures that children receive interactions that promote their understanding of good health. For example, she teaches children about choices and the impact of poor health on their bodies. Children are consistently provided with positive information about looking after their teeth and staying active throughout the day. This supports children to begin to start to understand elements of health and hygiene themselves. For example, young children wipe their noses independently and know they must wash their hands before eating.

p.3

Inclusion Strong standard

The childminder reviews children's progress regularly. This means she consistently has a secure knowledge of what children know and need to learn next. This helps the childminder to identify any barriers to children's learning quickly and accurately so that she can implement specific plans to support them. For example, the childminder works closely with parents and carers to support children with special educational needs and/or disabilities (SEND). She gathers comprehensive information about children's starting points and liaises with parents to outline any additional interventions their children might need.

p.3

Inclusion Strong standard

The childminder monitors children's speech closely and uses her professional expertise to provide parents and children with strategies that promote speech sound development. She also works closely with local professionals when necessary, such as speech and language therapists. This promotes a shared approach to children's education and care. Furthermore, the childminder has a clear understanding of how to support other groups of children, including those who may be at a disadvantage. She consistently maintains high expectations for all children's learning through her ambitious and well-organised curriculum. The childminder makes skilful adaptations to ensure that all children can access learning successfully. She engages in regular training to keep her knowledge of supporting children with SEND up to date.

p.3

Curriculum and teaching Expected standard

The childminder designs an ambitious curriculum that is tailored to the needs of each child in her care. For example, she recognises the importance of encouraging children's curiosity and keeping them inspired. She assesses their progress regularly and adapts teaching appropriately to build on children's interests to engage them in learning. For example, when children are highly interested in vehicles, she takes them out on short ferry crossings and to visit the train station to inspire their fascinations. The childminder uses these learning moments to develop children's language and also provide them with new words. She teaches mathematics explicitly, embedding the language of number, shape and quantity, for example, throughout her interactions.

p.4

Curriculum and teaching Expected standard

The childminder recognises that she wants children to develop their skills further with some areas of their personal and social development, such as sharing and taking turns. She implements age-appropriate strategies to help children to understand the importance of being kind and respectful during play. The childminder's curriculum prioritises physical development. She encourages children to learn about the environment through exciting trips out to nature reserves and beaches. The childminder uses these experiences to typically teach children about the local community. However, the childminder has not yet strengthened the curriculum to precisely focus on how children learn about equality and diversity to support them to celebrate differences and similarities between themselves and others.

p.4

Leadership and governance Expected standard

The childminder has high expectations for all children. She recognises each child as an individual and works tirelessly to ensure that they make the best possible progress. The childminder develops effective and professional partnerships with parents and carers. This ensures that children benefit from a shared approach to their education and care. The childminder also builds channels of communications with other settings when necessary, such as schools or other early years settings.

p.4

Leadership and governance Expected standard

The childminder is passionate about the education and experiences she provides. The childminder typically reflects well on her curriculum and considers areas of improvement. She also engages in training to increase her understanding of different areas of child development and teaching. This means that the childminder regularly keeps her knowledge up to date.

p.4

Leadership and governance Expected standard

The childminder has a clear oversight of her provision and understands the importance of using funding to raise the quality and educational experiences for children. For instance, the childminder provides examples of how she uses funding to purchase specific resources for children who may be at a disadvantage.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are settled and happy. They confidently get involved with exciting activities that the childminder sets up for them. Together, they talk about the changing seasons and explore exciting objects, such as fir cones and conkers. Children share their knowledge and experiences as they talk about going with their families to a tree to get fir cones together. Children communicate joyfully using language that reflects the breadth of their experiences.

p.5

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

The childminder is highly skilled and knowledgeable. She knows what she wants children to learn and competently adapts experiences to enable children to access them. The childminder is prompt to identify any barriers or gaps in children's learning. She gathers information about children's starting points to ensure that she knows children well. The

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

p.6

About this setting

Local authority: Portsmouth childminder tailors learning accordingly to ensure that children regularly progress through her curriculum.

p.6

About this setting

Children build strong relationships with the childminder. They cuddle with her joyfully and happily sing nursery rhymes. Children demonstrate that they feel safe and confident to express their emotions. The childminder values children as individuals and supports them when they struggle to regulate their feelings. She teaches them about the language of emotions in an age-appropriate way.

p.6

Next steps

The childminder should strengthen the curriculum and enrich routines further to provide teaching interactions that promote children's knowledge of equality and diversity.

p.6

About this inspection

The inspector spoke with the childminder and parents and carers during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8