Childminder

Childminder

Unique reference number (URN): EY356895 Registered with Ofsted: 22/08/2007 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

Children make steady progress from their initial starting points. The childminder prioritises language and communication skills. Children form secure attachments and develop positive attitudes towards learning, which ensures they are well prepared for the transition to nursery or school. Children demonstrate a keen interest in exploring their environment, investigating new activities and acquiring fresh skills. However, on occasion, some children lose interest once the initial excitement of a new activity fades. Despite this, children benefit from consistent support to develop independence and can clearly communicate their needs.

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Achievement Expected standard

The childminder gathers detailed information during observations and has high expectations for every child. Overall, children achieve the skills and attitudes they need for the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well and show positive attitudes. They learn to manage their feelings and any disagreements with skilful support from the childminder. The childminder knows children's capabilities and encourages them to be as independent as possible during all aspects of the daily routine. However, on occasions the childminder provides help when children are able to act alone. Children readily approach the childminder for comfort and support and promptly return to play after some calm reassurance from her. The childminder is a positive role model and demonstrates a calm and kind approach.

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Behaviour, attitudes and establishing routines Expected standard

Children learn the expectations of the setting and are kind and considerate to their friends. They look to comfort children who are sad and offer them toys to help them to recognise different emotions. The childminder encourages thoughtful age-appropriate conversations to help children learn to share and help friends regulate their feelings. This helps children understand the consequences of their actions and promotes kindness.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from the childminder's consistent routines and clear guidance. They respond eagerly to requests to tidy away or wash hands before mealtimes and excitedly gather their coats and shoes to play outdoors. Consequently, they develop a sense of security and understand boundaries. The childminder emphasises the importance of regular attendance and punctuality to parents. She works closely with families to offer alternative sessions, when family circumstances or individual needs change, to promote continuity of care for children.

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Children's welfare and wellbeing Expected standard

Children are settled and secure in the childminder's care. They confidently approach the childminder for comfort, reassurance and support. The childminder provides calm, thoughtful responses tailored to meet the needs of individual children. Children learn to notice how their feelings change and why this happens, they are supported to recognise their emotions as the childminder uses soft toys and related books to develop children's awareness. As a result, children are happy, content and have a secure sense of belonging within the setting.

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Children's welfare and wellbeing Expected standard

The childminder knows the individual needs of each child well. The familiar routines of the day support children to feel safe and supported as they rest, eat and play. Children understand the need to keep floor space clear to keep safe and develop physical skills as they use utensils and tools during indoor and outdoor play. The childminder encourages quiet periods in the day to help children to rest and relax. This supports children to develop a strong sense of wellbeing.

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Curriculum and teaching Expected standard

The childminder understands children's stage of learning and typically knows what children need to know next. She designs a curriculum that provides children with teaching to prepare them for the next stage of their education. However, at times the curriculum is not sharply sequenced to ensure children build on existing skills progressively. For example, children practise tracing their names when they do not yet recognise letters. The childminder pays particular attention to children's communication and language development. She provides children with unfamiliar words as they play games together to extend their vocabulary and encourages children to recall previous experiences to consolidate their learning. She ensures they develop a keen interest in books and stories and children demonstrate this as they show great enjoyment participating in story time and their engagement as they create their own version as they play. The childminder introduces early mathematics during daily

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Curriculum and teaching Expected standard

routines and activities and children are introduced to the terms 'full and empty' and correctly count pebbles as they play.

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Curriculum and teaching Expected standard

The childminder strives to give each child the best start in life and mostly adapts her teaching to provide each child with focused support. However, at times the childminder does not quickly recognise when children are losing interest. Assessment is ongoing and used to inform the childminder's practice. Therefore, children show positive attitudes and succeed in their learning.

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Inclusion Expected standard

The childminder demonstrates a sound commitment to provide for each child's individual needs. She increases her knowledge of how to support children with special educational needs and/or disabilities or children who experience barriers to their learning through ongoing professional development. She uses this knowledge to ensure all children benefit from an inclusive learning environment that is generally focused on their emerging needs.

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Inclusion Expected standard

The childminder understands the importance of seeking early support and works closely with parents to seek advice and guidance when there are concerns about a child's progress. Parents participate in their child's progress check at age 2 and the childminder supports them to share the findings with other professionals, such as the health visiting team. This promotes a cohesive approach to meeting children's identified needs.

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Leadership and governance Expected standard

The childminder values the importance of effective partnership working with parents and professionals. However, she is yet to build links with other settings attended by the children in her care to develop a shared understanding of each child's needs and progress, which limits continuity of care and education. However, she maintains regular communication with parents that supports children's education and welfare. Parents speak highly of the childminder's shared approach and value the regular opportunities to contribute to their child's learning journey. The childminder ensures that parents are well informed about their children's progress. She provides clear and detailed development records that help parents understand their children's progress and how to support learning in the home. This shared understanding strengthens continuity between home and the setting and supports children to feel secure and confident.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to professional development. She has completed training, focused on special educational needs and/or disabilities and supporting children's communication and language, and is developing ways to implement this new learning into practice to further strengthen the quality of care and education children receive.

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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 are happy and secure in this warm and welcoming setting. The childminder takes time to get to know each child well, which helps them settle quickly and sustain regular attendance. Children develop positive relationships with the childminder and each other, which supports children to feel content. Children have established attendance routines and the childminder accommodates parents' needs

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

Children are familiar with the daily routines of the setting. They eagerly anticipate daily activities, happily respond to requests to help to tidy away and sit at the table ready for lunch. Children engage in conversations with the childminder to make choices about what to do next. They confidently collect their coats and shoes ready to go outside and sit comfortably, ready for a story. This shows children feel valued and included.

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

Children make steady progress in their learning and development. The childminder gathers detailed information from parents and completes ongoing assessments to identify children's individual needs. She uses this information to plan adult-guided activities and introduces strategies to, generally, support children's emerging skills. All children, including those with special educational needs and/or disabilities, are supported effectively to build on what they already know and can do. Consequently, all children learn the skills they need for a successful transition to school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00

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Next steps

The childminder should ensure the curriculum is implemented in a logical sequence so that children build on what is currently known to increase the rate of learning. The childminder should make sure that teaching is pitched more closely to each child's emerging needs, interests and ideas, to sustain their interest for longer periods of time and further enhance their learning. The childminder should strengthen relationships with other professionals involved in the care and education of children in the setting to promote a more consistent approach to children's care and learning.

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About this inspection

The inspector spoke with the childminder 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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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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