Childminder

Childminder

Unique reference number (URN): EY422832 Registered with Ofsted: 24/02/2011 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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Inclusion Strong standard

The childminder goes out of her way to ensure her care is accessible to all children and precisely supports their specific needs. She works very closely with parents from the start to identify possible barriers to children's learning. The childminder skilfully uses this knowledge to prepare her environment, enhance her skills and plan appropriate routines. This diligent planning supports all children, regardless of their needs and circumstances, to settle extremely well in her care. For example, she works with medical professionals to complete extensive training to support the safety and wellbeing of specific children.

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Inclusion Strong standard

The childminder considers individual families when sharing her robust and insightful assessments of children's progress. She successfully adapts her methods of communication. For example, she makes sure that she communicates in different ways to suit different parents, so that they can all engage fully in their children's learning. These strategic adaptations promote a truly collaborative approach to supporting children's progress.

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Achievement Expected standard

Children are confident communicators who demonstrate language skills that are appropriate for their age. They engage fondly with their peers during play and respond well to adults, following requests at tidy-up time and communicating their needs and preferences.

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Achievement Expected standard

Older children develop the vital social skills that will support them in their future learning. They understand boundaries and expected behaviours, cooperate well with their peers and are beginning to navigate disputes in play independently.

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Achievement Expected standard

Children who have barriers to their learning, including those who speak English as an additional language, make equal progress to their peers. The close and supportive relationships that the childminder fosters with families provide children with consistent learning between home and the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is robust in the support she offers to promote children's appropriate behaviour. She supervises children well during play and works closely with carers to provide consistent boundaries for children. However, sometimes her organisation of snack time does not always provide older children with clear behaviour expectations. This does not consistently support children to practise behaviours and skills that they will need for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers the different ages and needs of children when encouraging turn- taking and kind behaviour. For example, older children explore and discuss the impact their actions may have on others, while babies learn to use 'gentle hands'. Children respond well to the childminder's teaching because she is a good role model herself, always demonstrating kindness through her warm and affectionate interactions.

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Behaviour, attitudes and establishing routines Expected standard

Regular attendance and punctuality are well promoted because the childminder understands the positive impact these have on children's learning and development. She works closely with families to ensure children have access to their full entitlement. This is particularly evident when supporting new children in her care. She acknowledges how periods of absence can impact the settling-in process and works with parents to ensure attendance is consistent.

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Children's welfare and wellbeing Expected standard

All children demonstrate that they feel safe and secure in the childminder's care. Young children who are new to the setting find comfort in her nurturing presence. Older children cuddle up to her for stories and recall past experiences in her care fondly.

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Children's welfare and wellbeing Expected standard

Young children learn to identify when they may need time outdoors to run about and let off steam. The childminder supervises children well in play, so she is able to discuss potential hazards in the environment. This helps children to use climbing equipment safely and understand how they must always stay in sight of the childminder.

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Children's welfare and wellbeing Expected standard

Children develop a sense of pride in their efforts. The childminder, along with parents, highlights children's achievements at home and in the setting on the 'Wow' board for everyone to see. Children delight at displaying their artwork on 'washing lines' in the hallway for visitors and parents to admire.

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Children's welfare and wellbeing Expected standard

The childminder ensures mealtime routines are safe for all children. She supervises them well and embraces this routine as an opportunity to promote children's knowledge of healthy eating.

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Curriculum and teaching Expected standard

There is a clear curriculum in place based on providing children with the practical and emotional skills that will promote their future learning. For example, the childminder places a sharp focus on supporting children's communication and literacy skills. Children enjoy exploring books and stories independently and alongside the childminder, who uses this as an opportunity to role model language and promote positive behaviours.

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Curriculum and teaching Expected standard

The childminder adapts her teaching well to meet the differing needs of children. During an ice-painting activity, older children mix colours, identify significant letters and explore concepts such as freezing and melting. Young children enjoy sensory play and making marks while exploring simple words such as 'cold' and 'wet'.

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Curriculum and teaching Expected standard

Assessments are used well to monitor children's progress and to plan activities and learning experiences that build on what they know and consider their pertinent next steps. For example, planned group activities are at an appropriate height to allow even the youngest of children to join in, develop their physical skills and support them to engage fully with their peers. However, the childminder does not consistently embrace opportunities to extend learning and maximise children's progress. For example, she does not always consider how to build even further on children's experiences during sessions of free play to help them make the most of any learning opportunities.

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Leadership and governance Expected standard

The childminder is committed to enhancing the care she provides for children. She regularly evaluates all aspects of her practice to drive improvement. Parents and children play a key role in the childminder's evaluation process. Children write delightful letters to the childminder, and parents provide verbal and written feedback that the childminder uses to inform future practice.

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Leadership and governance Expected standard

The childminder places a sharp focus on enhancing her own knowledge and skills. She understands the positive impact this will have on promoting children's learning. The childminder completes extensive training that is pertinent to the specific medical needs of children. In addition, she accesses online training opportunities based on the changing cohorts of children. For example, the childminder has enhanced her knowledge around supporting children who have English as an additional language. The adaptations she has made to her practice based on this training are having a positive impact on children's progress.

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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 feel at home in the nurturing care of the childminder, who is attentive to their needs. She has a deep understanding of their unique circumstances, gathered through secure and respectful parent partnerships. Right from the start, parents share details about children and their early experiences. This knowledge enables the childminder to build children's abilities and skills based on firm foundations of what they already know and can do. As a result, all children, regardless of their starting points, make appropriate progress and are preparing well for their next stage of learning.

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

The childminder celebrates what makes children unique in age-appropriate and fun ways. Children and their peers write letters and cards to their extended families abroad. They

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Inspector:

Antonia Campbell share their experiences and learn about those of other cultures. This knowledge is extended during family visits, where children look forward to preparing and tasting meals that reflect these cultures.

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Inspector:

Children enjoy exploring a wide range of resources during free play and planned activities because the childminder places their interests at the heart of her practice. For example, the childminder embraces children's interest in penguins to engage them in sensory play activities. Children also enjoy learning outside of the home environment, where they attend various play groups to develop their social skills. They also enjoy visits to the local library, where children join in song and story sessions to enhance their love of books and language skills.

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Next steps

The childminder should strengthen support for children to learn about and practise mealtime behaviours and routines that will help prepare them for their next stage of learning and starting school. The childminder should consistently provide opportunities for children to extend their knowledge and skills, specifically during sessions of free play.

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About this inspection

The inspector spoke with the childminder, parents 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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