Childminder

Childminder

Unique reference number (URN): EY367360 Registered with Ofsted: 08/01/2008 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 positive behaviour and communicates this to parents effectively. This ensures consistency and continuity and helps children to understand how to behave well and cooperate with others. Children are very secure in their daily routines and the childminder's high-quality and clear interactions ensure that children know what they are going to do next.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forms close bonds with children from the very start. They develop a feeling of security and understand the daily routines. Older children are very eager to help the younger ones, and the childminder regularly praises them for sharing toys and being kind.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an exceptional role model and treats children with care and respect. She creates a calm and happy atmosphere, gently guiding children to share and take turns. There are firm boundaries so that children are clear about what is expected. For example, she reminds children that toys are not used in the kitchen to minimise accidents and so that they will stay safe.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to ensure that children attend regularly and establish positive attitudes to routines for future learning. She offers sensitive support and flexibility to families that enables children to enjoy their time at her setting to the full.

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Achievement Expected standard

Overall, children make good progress in all areas of the curriculum, developing their skills as they play. They are confident and eager to explore the world around them. For example, babies show curiosity and determination as they crawl around to find toys that interest them.

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Achievement Expected standard

Children listen carefully to others and concentrate well. For example, they enjoy identifying their friends and family in photographs, matching the written names to the pictures. They develop a sense of pride in their achievements and eagerly talk about their experiences at home, using an ever-widening vocabulary. Children enjoy eating a wide variety of healthy food and talk about their likes and dislikes confidently. They understand the importance of keeping themselves healthy and follow good hygiene routines.

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Children's welfare and wellbeing Expected standard

The childminder's home is safe, secure and welcoming. She regularly reviews the environment to ensure that it is safe and conducive to children's play and learning. Children feel at home and know where they can find toys and resources to explore.

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Children's welfare and wellbeing Expected standard

The close and affectionate relationships the childminder forms with children are key to their emotional wellbeing. Babies settle very quickly due to her calm and caring manner. The childminder follows children's familiar home routines so they feel safe and secure. She is very responsive to children's individual needs and emotions. For example, she recognises when children start to feel hungry when it is nearly time for lunch and know when they need to rest and relax.

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Children's welfare and wellbeing Expected standard

Older children quickly learn how to follow good hygiene routines under the childminder's sensitive guidance. She talks them through toileting and handwashing so they remember how to manage their own self-care. Children smile broadly as she praises their efforts.

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Children's welfare and wellbeing Expected standard

Children benefit from being outdoors every day. The childminder takes them to local parks and forest schools where they can enjoy physical play, for example. She talks to them about making healthy choices at mealtimes and reminds them about drinking water to stay hydrated. The curriculum for children's physical development is not fully embedded in children's everyday routines.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum and understands the impact her teaching has on the children in her care. She takes time to find out about children's interests and what they need to learn next. The childminder supports children effectively as they build on their skills and enjoy learning. She tracks children's development regularly and skilfully adapts her teaching effectively to support their individual needs.

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Curriculum and teaching Expected standard

The childminder focuses on supporting children's communication and language skills. She teaches children new words, such as when she explains that children can see their 'reflection' in a mirror. There is plenty of back-and-forth conversation as children play. Babies smile and babble, joining in and learning new sounds and words.

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Curriculum and teaching Expected standard

The childminder uses mathematical language as she plays alongside children to support their understanding and skills. For example, she encourages them to name shapes and sizes and describe toys as 'heavy' or 'light'.

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Curriculum and teaching Expected standard

The childminder takes children out in the fresh air every day to enjoy being physically active. Children attend groups where they can run and climb. They manipulate toys with skill and develop coordination. However, the childminder does not plan for children to practise their physical skills during everyday activities, for example at snack times they are not involved in preparing their food.

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Inclusion Expected standard

The childminder works with parents to establish children's starting points when they first attend. She monitors their progress carefully, identifying any gaps in development. The childminder promptly consults other professionals when necessary and puts into place effective support when children need extra help. She attends specialist training as required so she can meet individual children's needs.

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Inclusion Expected standard

The childminder has high expectations for all children, including children with special educational needs and/or disabilities. She is able to adapt her teaching to ensure that all children take part and enjoy learning. The childminder knows how to use any additional funding when necessary to benefit children's specific needs. She ensures that all children have access to experiences that enrich their experience and help them to grow and flourish.

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Leadership and governance Expected standard

The childminder understands her role and responsibilities to provide children with the care they need within the early years foundation stage. She is experienced in childcare and strives to provide the best possible experiences for the children in her care. The childminder regularly reflects on and reviews her practice to make improvements for children and families. She diligently attends training to keep her understanding of current legislation up to date. The childminder has highlighted the need to develop her knowledge and skills further to focus on improving the quality of teaching even further.

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Leadership and governance Expected standard

The effective partnerships the childminder forms with parents help children to settle very quickly at her setting. Babies confidently explore and enjoy learning due to the emotional security they feel from the very start. Parents say they appreciate the regular updates about their children's progress and talk about what they are doing at home. The daily conversations they have with the childminder are informative and supportive.

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Leadership and governance Expected standard

The childminder forms positive working relationships with other settings children also attend. This provides children with effective consistency of care and learning. Children move on to school and their future education with confidence and self-assurance.

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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 coming to the childminder's warm and welcoming home. They settle quickly and are happy and ready to explore. The childminder forms affectionate relationships with them, and they regularly go to her for cuddles and reassurance. This supports their emotional health effectively and helps them to enjoy learning. The childminder is kind and considerate to children, which shows them how to treat others. Older children are playful with babies, who laugh with delight during chasing games. They kindly share toys and understand how to be considerate to their younger friends.

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

The childminder knows children well. She talks to parents about what children already know and can do so she can plan opportunities to develop the next steps in their learning. This

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00

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About this setting

Local authority: Torbay helps children to build on their understanding and skills, and they achieve well.

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About this setting

The childminder creates a broad and balanced curriculum that has a focus on helping children to communicate well. For example, she encourages children to describe what they can see through the window using a set of binoculars. They eagerly talk about the different cars in the street as the childminder asks questions that encourage them to develop their thoughts and ideas fluently.

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Next steps

The childminder should develop the curriculum for physical development further to reinforce and extend children's coordination skills and support their independence. The childminder should seek out professional learning and expertise opportunities to focus more precisely on improving the quality of teaching further.

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About this inspection

The inspector spoke with the childminder 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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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. 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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