Childminder

Childminder

Unique reference number (URN): EY274446 Registered with Ofsted: 17/10/2003 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 begin to use words to communicate with the childminder and their peers. For example, children shout 'again!' to repeat an activity that they are enjoying. While other children say 'no' when a friend takes their favourite toy. Children hear new words at snack time, such as 'melon' and 'guacamole', which builds their vocabulary and understanding. Younger children attempt to say these new words, helping to develop their communication and language skills successfully.

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Achievement Expected standard

All children make progress in their learning and development. Children achieve well in developing their physical skills, especially their fine motor skills, in preparation for their next stage in learning, especially school. For example, young children post cereal into the spout of a teapot using their fingers and use small pieces of chalk to make marks on a board.

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Achievement Expected standard

Children grow in confidence from their starting points. They happily play alongside the other children and enjoy exploring the learning opportunities together. Children are supported with their physical development. For example, babies are encouraged to become mobile. They use objects placed around the setting to pull themselves up and cruise from one object to the next.

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Behaviour, attitudes and establishing routines Expected standard

The children have a secure relationship with their childminder and benefit from familiar, daily routines. As a result, children are settled and happy. The childminder promotes clear behaviour expectations. Children are praised for being kind and saying 'please' and 'thank you'.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the important of attendance and follows up on any absences with parents, should they occur.

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Children's welfare and wellbeing Expected standard

The childminder supports children to foster healthy habits. For example, the children choose water or milk to drink throughout the day. In addition, children are supported to wash their hands before eating food. Children also learn about toothbrushing and are supported to brush their own teeth. The childminder ensures that the children are kept safe at her setting and when out in the community. The children have a secure relationship with their childminder.

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Children's welfare and wellbeing Expected standard

Children are aware of the established routines. This supports children's emotional wellbeing and makes them feel safe and secure. The childminder encourages children to follow good hygiene practices. For example, when one child coughs, the childminder asks the child to cover their mouth and models how to do this.

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Curriculum and teaching Expected standard

The childminder delivers a clear curriculum that covers all areas of learning, both indoors and outdoors. The childminder listens to children and responds purposefully. The childminder supports children to count animals in the water tray and count how many have climbed into the pirate ship.

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Curriculum and teaching Expected standard

The childminder plans activities that typically support children's individual learning needs. The childminder quickly identifies what each child knows and can do. Overall, the childminder supports the children to become independent. However, she should have high expectations for what children can achieve and consistently embed this across the provision. For example, she does not consistently encourage the children to help with dressing to progress their self-help skills in readiness for school. The childminder prioritises the development of children's confidence and curiosity. All the children enthusiastically explore a sensory tray. One drops sprinkles into a cup using his fingers and then pours them into a smaller cup. Children quickly become engaged in activities and enjoy learning.

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Curriculum and teaching Expected standard

The childminder places a firm focus on children's personal development, including encouraging confidence and curiosity. Through carefully planned activities, the children engage and explore. As a result, children gain new skills and make progress. Children enjoy investigating play opportunities that are built on children's interests. For example, children drop small animals down a tube as the childminder counts them. This helps to develop children's fine motor skills, and they learn about number vocabulary.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical development through activities that support children's fine motor and gross motor skills. For example, children pop bubbles with their fingers and roll balls down a slide.

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Inclusion Expected standard

The childminder quickly identifies children's individual learning needs. She works closely with parents to gain information when children first start. The childminder carefully plans for children's individual needs through inviting learning activities that all children access. She differentiates and adapts activities to suit all learning needs and the varied ages of those children who attend. Children's progress is continuously reviewed and any gaps in learning quickly identified. The childminder knows who to contact for additional help, if required. Using her knowledge and experience, the childminder carefully plans for children's next steps in learning and monitors these closely. The childminder uses training to gain knowledge and keep up to date with relevant topics. She uses the knowledge gained to inform her practice and, as a result, improve outcomes for children.

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Inclusion Expected standard

The childminder's curriculum equips children with the necessary skills that they need for their next stage in learning, including school. The childminder has firm links with her local primary school and takes children to assemblies there. She has taught children in her care how to sign to communicate. Children then see how other children at the school sign, when singing. The childminder is aware of early years pupil premium funding eligibility and how to access it. She would use the funding to enhance her curriculum and so meet individual needs. The childminder adapts her provision to suit all learning and development needs. For example, she puts a sensory activity on a table so that babies who is not yet walking can pull themselves up to access it.

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Leadership and governance Expected standard

The childminder identifies areas for development within her setting and works well to completes these. She is also clear about what she plans to do to further improve her setting. For example, she would like to support parents with toilet training. Overall, the childminder does implement communication and language development through her curriculum. However, the childminder should assess children's needs more accurately and adapt her curriculum to children's changing needs, for example, by making children's communication and language needs a priority throughout the curriculum. The childminder has children's best interests at heart. With her knowledge and experience, she supports all children with their emotional development. For example, she supports children to self-regulate. This means that children learn to self-regulate independently.

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Leadership and governance Expected standard

The childminder values her own professional development and does regular training. This keeps the childminder up to date with relevant topics that she uses to improve her offer even more. For example, she used recent maths training to purchase maths equipment to use with the children. The childminder places a firm focus on children's personal development, including encouraging confidence and curiosity. For example, children explore a sensory activity with sprinkles and containers, which all children can access. The children engage and explore. They gain new skills and make progress. Children enjoy investigating play opportunities that are built on children's interests. For example, children drop small animals down a tube as the childminder counts them. This helps to develop children's fine motor skills, and they learn about number vocabulary.

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Leadership and governance Expected standard

The childminder works well in partnership with parents. They speak highly of the childminder and are happy with the care that she provides. Children enjoy going to the childminder's home, and they are well looked after. The childminder communicates effectively to parents about the children's progress in learning and how they can support children at home. For example, the childminder send photos of the children to their parents. These photos inform parents about what children have been learning and how they can further support children at home. She quickly notifies parents of any concerns in development, should they occur.

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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 settled and happy with the childminder. They are cared for and are kept safe. Children benefit from daily routines and clear behaviour expectations. They develop social skills, such as how to be kind and share. This means that children learn how to get on together and make friends. They laugh and smile as they play. Children flourish and make progress in their learning from their individual starting points.

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

From the clearly planned curriculum, children independently access the learning opportunities on offer. Children build their self-confidence and, in turn, they try new things.

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About this setting

Registration date: 17/10/2003 Children receive praise for their achievements. This builds children's self-esteem and boosts their wellbeing. Children learn social skills and independence. They enjoy eating healthy foods and try new tastes at mealtime. They independently feed themselves, including the youngest children. This helps to prepare them for their next stage of learning, including school.

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About this setting

Children benefit greatly from trips out in the community, such as the park, library and nature reserve. They develop physically by walking, jumping, running and climbing and gain an understanding of the world around them. Children learn new vocabulary when sharing a book at the library. At the library, they meet the Librarian and other children. This helps to support children's social skills. Children enjoy playing and learning, both indoors and outdoors. They independently climb onto a trike and use their legs to move around outdoors. This helps children's physical development. Children independently select chalk to mark make on a board. This supports children's fine motor skills.

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Next steps

The childminder should have high expectations for what children can achieve and embed this across the provision. The childminder should assess children's needs more accurately and adapt her curriculum to children's changing needs.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:30

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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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