Childminder

Childminder

Unique reference number (URN): EY439890 Registered with Ofsted: 09/12/2011 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes extremely positive relationships with children. She is kind and nurturing and consistently offers reassurance, when children are unsettled or feel upset. Children feel safe and secure as adults are highly responsive to their individual needs. Very young children are soothed to sleep, and their privacy is fully considered when undertaking intimate care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a consistently positive role model, who embeds high expectations for children's behaviour. Children fully understand what is expected of them. They willingly offer help to their friends and relish working together. They take turns during role-play games and are gentle and caring when playing with the youngest children. Adults utilise every opportunity to promote children's self-esteem by consistently praising them. Children beam with pride when they receive a sticker for their hard work. The childminder's thoughtful strategies help to motivate children and promote positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to achieve the best outcomes for children. This includes discussing children's attendance patterns to ensure children achieve their potential and thrive in the childminder's care.

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Children's welfare and wellbeing Strong standard

The childminder successfully promotes an inclusive and safe environment for all children. Children display high levels of confidence as they eagerly join in with activities and freely explore the environment. Children feel secure to express their emotions as the childminder encourages them to share how they are feeling. She provides warm reassurance to help children feel calm. She gently soothes children when she notices they are tired. The childminder quickly recognises when children may need a change to the usual routine, due to changes in their behaviour. She quickly adapts to children's needs and offers exciting opportunities for children to express themselves physically. This has a very positive impact on children's emotional wellbeing as they channel their energies into moving their bodies.

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Children's welfare and wellbeing Strong standard

Mealtimes are organised to fully support children's social skills and provide ample opportunities for children to increase their independence and embed their understanding of healthy eating. Meals and snacks are prepared with the utmost attention to promoting children's good health. Children enjoy nutritious home-cooked meals and eagerly select the fruits they would like for a snack. Children independently pour drinks and tidy away when they have finished eating. They confidently talk about foods that help them to grow. Children competently use toothbrushes and praise one another as they comment on how clean their teeth are.

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Achievement Expected standard

All children are welcomed at this inclusive setting. They make progress from their individual starting points, as the childminder understands children's needs and adapts the provision, providing appropriate support where needed. Children who speak English as an additional language are helped to develop confidence in communicating. They are consistently introduced to key vocabulary so they can interact with their friends and express their wishes. All children are eager to be involved in their learning and join in with group activities.

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Achievement Expected standard

Children are well prepared for the next stage of their education, as the childminder carefully develops the skills they will need when they start school. Children demonstrate high levels of independence as they complete tasks without assistance. They confidently make their own decisions and remain engaged in their learning, even when they encounter difficulties. They learn to manage their emotions and show respect for others.

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Curriculum and teaching Expected standard

The childminder understands how children develop and acquire new learning and skills. She delivers a curriculum that builds on prior knowledge and helps all children to make progress and develop essential skills before they start school.

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Curriculum and teaching Expected standard

The childminder gives high regard to supporting children's mathematical awareness as she plays alongside them. Children count objects and explore shapes as they build towers with blocks. Children accurately use language to compare size and height.

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Curriculum and teaching Expected standard

Daily opportunities to play outside support children's all-round development, particularly their physical skills and their personal, social and emotional development. Children learn to negotiate as they play together in the water tray and develop control and coordination as they pour water into containers using different utensils.

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Curriculum and teaching Expected standard

Very young children and those in the early stages of learning English benefit from purposeful, thoughtful interactions that encourage their early communication skills. Children learn to use gestures and sounds to indicate what they would like to do and begin to repeat key words. Older children progress well as they explore new words during story time. They use a rich vocabulary as they confidently initiate conversations. The childminder generally supports children's language development well. When children use more complex sentences, the childminder recognises they do not always say words in the correct order. However, the childminder does not consistently use a wide range of strategies to help reinforce children's understanding.

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Inclusion Expected standard

The childminder helps all children to feel welcome and included in the setting. She makes sensitive adaptations to activities, so children feel valued and able to participate fully. The childminder knows children well and has a firm understanding of their unique characteristics and needs. This helps her to make accurate assessments of children's development and plan appropriate next steps for learning.

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Inclusion Expected standard

Regular monitoring and ongoing discussions with parents ensure the childminder quickly identifies if children need additional support due to special educational needs and/or disabilities (SEND) or any other barriers to their learning. The childminder works closely with parents and involves other professionals, if required, to enable children to receive a tailored curriculum that meets their specific needs and helps them make continuous progress.

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Inclusion Expected standard

The childminder has attended appropriate training to further develop her awareness of how to support children with SEND. She understands that children learn in different ways and adapts her teaching strategies to best meet each child's individual needs. If children are eligible for additional funding, she discusses this with parents and identifies appropriate resources or learning experiences to help children reach their potential.

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Leadership and governance Expected standard

The childminder ensures that assistants are well supported and have regular opportunities to attend relevant training opportunities. This supports those working with children in developing the knowledge and skills required to provide quality learning opportunities and ensure their safety. For example, all staff have dedicated time to refresh their safeguarding awareness, which means they remain vigilant to potential signs that a child may be at risk of harm.

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Leadership and governance Expected standard

The childminder strives to foster positive links with parents. She provides regular updates, both in person and online, about children's care and activities. The information provided helps parents understand what children are learning and how they can further support this at home.

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Leadership and governance Expected standard

The childminder uses her knowledge of every child to plan a range of stimulating opportunities to broaden children's experiences of the wider world. She involves children in local events, such as creating a scarecrow, and plans regular trips to local woodlands so children can gain a deeper appreciation of the natural world.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to improving her service to provide children with the best start in life. Recent improvements to sleep arrangements ensure that children can rest safely and comfortably. However, the childminder's systems for continually reviewing the provision are not yet fully embedded to ensure areas for improvement are swiftly and precisely identified.

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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 warmly greeted as they arrive at the setting. They foster positive relationships with the childminder. This helps children to settle quickly and feel secure. Children confidently express themselves and communicate their thoughts and ideas to others. They talk about what they want to achieve as they work together to construct a train track. Children remain engaged and persevere as they work out which pieces will fit together. They willingly ask for support from adults when needed. Children develop positive self-esteem as they receive continuous praise and encouragement for their efforts.

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About this setting

Type: Childminder Children engage well in their learning and play, and are progressing well. The youngest children receive high levels of support, which enables them to explore the environment safely. They delight in playing with wooden shape puzzles, which helps support their strength and coordination skills. Older children develop their physical skills as they use construction toys and brushes to paint outdoor fences with water. They play cooperatively together and learn to share and take turns with equipment. The childminder adapts activities effectively so all children can participate and gain the most from the learning on offer.

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About this setting

The childminder creates an environment, where all children are fully involved and included. She provides a varied range of activities that engage children's interests and help them to make progress in their learning and development. All children make secure progress from their starting points. The childminder establishes positive relationships with parents and values the information they share. This helps her to understand children's individual needs and enables her to provide meaningful play experiences, which carefully build on children's previous learning and skills. The childminder consistently monitors attendance to ensure positive routines are established before children transition into school.

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Next steps

The childminder should strengthen strategies to support and reinforce children's spoken language, to enable children to excel in their learning and development. The childminder should embed procedures for monitoring the provision to help to identify precise areas for further improvement.

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About this inspection

The inspector spoke with the childminder and her assistant 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. Registration date: 09/12/2011

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 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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