Childminder

Childminder

Unique reference number (URN): EY387107 Registered with Ofsted: 29/12/2008 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 a calm and caring nature. She builds strong attachments with children and provides consistent praise and positive encouragement. Children show confidence and emotional security in her care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a culture, where children respect each other. She role models respectful behaviours, such as the use of manners and asking others for things they would like to use. Children demonstrate positive attitudes in their interactions with each other. Children engage in a range of experiences that help them to learn about their feelings. They think about how they might feel and how they can respond to that feeling. Children behave very well and consistently follow the clear expected behaviours.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and shares information about children's routines. They work together to ensure children attend well and have high levels of wellbeing. For instance, the childminder shares information on safe sleeping and works with parents to foster a good sleep pattern. Children's individual needs are very well met.

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Inclusion Strong standard

The childminder effectively identifies the needs of children who need extra support. She observes them closely and undertakes accurate assessments of what they are able to do. She uses this information to plan specific next steps in learning for children. This helps children to make appropriate progress in their learning and development. The childminder works closely with multiple professionals. She gathers information about the individual support that children need and takes action to reduce barriers that children face.

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Inclusion Strong standard

The childminder works closely with parents. They implement consistent agreed strategies. This makes a clear difference and children benefit from understanding the routine and constant appropriate support. The childminder checks the progress children make and makes adaptations based on her ongoing monitoring. This helps children's experiences remain effective. The childminder undertakes professional development on any areas she needs to learn more about, such as particular health conditions. This helps her use her expertise to make any necessary alterations.

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Achievement Expected standard

All children benefit from a carefully planned curriculum. Each child makes suitable progress in their learning and development. However, there are occasions where children do not practice and consolidate the knowledge and skills they have been taught. For instance, children are not encouraged to use their knowledge of 3D shapes when they create these shapes with dough and they do not pour their own drinks, although they have the skills to do so. At times, children are not given opportunities to embed their learning fully. Children are prepared for their next stage of learning, however, there is scope to deepen the consistent application of the skills they have acquired.

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Achievement Expected standard

Children are proficient in using their skills of listening and understanding. They listen and respond to instructions. They wait as others speak to them and show they understand what is asked of them. They put on and take off their shoes as they move between areas.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop their understanding of healthy lifestyles. Parents receive information about the importance of toothbrushing and use charts at home, provided by the childminder, to support children in cleaning their teeth. Children clean pretend cavities off toy teeth and talk about the importance of good oral health.

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Children's welfare and wellbeing Expected standard

The childminder builds children's confidence in her setting and then in a range of different situations. For example, she takes children on outings to woodland areas, where children can interact in larger groups. Children learn how to cooperate with others, manage and express their emotions.

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Children's welfare and wellbeing Expected standard

Children's routines are effective. The childminder tunes into and responds to what children need, such as if they are hungry or tired. Children benefit from healthy and nutritious meals. Their care needs are met well so they have the foundation they need to learn and develop.

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Curriculum and teaching Expected standard

The childminder effectively designs the curriculum and has clear learning intentions for children. She provides children with experiences that support them to learn new knowledge and skills. For example, children are competent at manipulating dough and using tools. They have the physical skills they need to control the dough and make different objects. The childminder assesses children's progress, ensuring they all make achievements in the 7 areas of learning.

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Curriculum and teaching Expected standard

The childminder provides children with a secure curriculum for communication and language. Children are developing a love of books and use familiar words from stories. The childminder understands how to improve the quality of the curriculum she offers. For instance, she reflects upon how she can support children to use more language as part of their play. Sometimes, adults ask children questions that require limited language or they answer questions for them. On these occasions, children do not fully explain their ideas and thinking.

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Curriculum and teaching Expected standard

The childminder adapts her teaching based on children's individual stages of development. For example, younger children develop their confidence in being around others, while older children learn how to play cooperatively together. Children learn mathematical concepts, such as noticing patterns and counting.

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Leadership and governance Expected standard

The childminder understands the strengths of her setting and the areas in which she can improve. She undertakes professional development and uses her new knowledge to improve practice. After oral health training, she developed a number of strategies to teach children about good oral health. The childminder works closely with any assistants, supporting them to continuously improve their practice. She provides a high-quality service to children and their families.

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Leadership and governance Expected standard

The childminder makes decisions that are in the best interests of children and their families. She works closely with parents and professionals. The needs of individual children are met well.

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Leadership and governance Expected standard

The childminder talks to parents about children's experiences at home. She shares information with parents, such as online safety and guidance on supporting children to start school. These sound partnerships help children settle easily into the setting and transition to their next place of learning.

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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 the range of learning experiences they engage in. They participate in a range of outdoor experiences. Children develop their curiosity and are inquisitive. For example, they explore different materials and structures as they build dens in the woods. When children first start to attend, the childminder quickly assesses what they are able to do, and plans their learning experiences around the things they need to learn next. For example, they visit railway stations and learn about steam trains to enhance their understanding of the world around them. Children are self-assured and developing age-appropriate knowledge. For instance, young children experiment with marks they can make with chalk and older children investigate what happens when they paint water on drainpipes. The childminder monitors children's progress in their learning and development and provides well-thought- through interventions for children who require extra support.

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

Children develop close friendships with others in the setting. They demonstrate a good sense of belonging. Children know where things belong and take good care of their environment. Children are recognised for the things they do well and show good levels of self-esteem. Families are involved in all aspects of the setting. The childminder and parents work together to settle children into the setting, ensure they attend well and then work collaboratively to support children in making good progress in their learning and development.

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

The childminder values the uniqueness of each child. Children learn about disabilities by engaging in hospital role play and reading books about differences. They develop an understanding of different cultures by learning about different festivals. The childminder creates a safe environment for children to play in and reduces any risks.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Next steps

The childminder should consistently support children to develop their communication and language skills and help them to use language to explain their thinking. The childminder should provide children with regular opportunities to practise and consolidate what they already know and can do.

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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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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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