Childminder

Childminder

Unique reference number (URN): EY404752 Registered with Ofsted: 16/04/2010 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 Strong standard

All children make secure progress from their individual starting points and steadily build the skills needed for their future learning, including their move on to school. For instance, children with delays in their speech rapidly make progress and learn new words. Children show a 'can-do' attitude as they confidently practise new words learned and effectively communicate their thoughts and ideas to their friends and the childminder. Children grow in their independence and learn to manage simple tasks with increasing success. For example, young children carefully serve their own snacks with increasing control and accuracy, which also supports them to build on their hand-eye coordination. Children show that they feel safe with the childminder, readily asking for and accepting comfort and reassurance from her when they need emotional support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets very high expectations for children's behaviour, and she works in partnership with parents to provide children with consistent support to learn to regulate their emotions. The childminder also supports parents to have a firm understanding of the positive impact that punctuality and regular attendance has on children's overall development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sensitively supports children to understand how they are expected to behave which is in line with their age and stage of development. For instance, she ensures that all children join in with the daily routines, such as tidying up after themselves when they move on to another activity. Children show positive behaviour as they readily join in. When children become distracted from their task, the childminder uses their interests to help them to re-engage, such as asking them to put away the resources that they enjoy playing with. Children actively focus on completing this task for themselves, which helps them to continue to show positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children are successfully supported to learn to work together to achieve a common goal. For example, the childminder encourages them to collect the beanbags after they have finished throwing them and pass them to their friends. She encourages them to repeat this activity, and children soon learn to give the beanbags to their friends without any prompting from the childminder. This shows how the childminder's skilful teaching enables children to embed new learning around how to engage positively with others.

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Children's welfare and wellbeing Strong standard

The childminder is consistently warm and attentive in her approach to meeting children's care and learning needs. She recognises when children need emotional support and promptly steps in to offer them comfort and reassurance. The childminder supports children to learn to care for their own bodies by giving them opportunities to manage care routines for themselves, such as cleaning their own faces and washing their hands before they eat. She also ensures that they have daily access to outdoor learning, to further support children's good health. The childminder gives children consistent messages about how to keep themselves safe. This includes teaching them how to cross the road safely when they go on outings. The childminder ensures that she has children's attention and uses age-appropriate language to explain the risks around them and how they can keep themselves safe. This supports children to be actively involved in managing risks, which helps to embed this learning.

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Children's welfare and wellbeing Strong standard

The childminder implements routines well to further promote children's safety and welfare. For example, she follows relevant guidance to ensure that children's food is prepared safely, and she closely supervises them while they eat. This helps to keep children safe.

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Curriculum and teaching Strong standard

The childminder has a secure understanding of how children learn, which she uses to design an appropriately ambitious curriculum that motivates children to actively engage in their learning. She provides them with a wealth of opportunities and experiences that captivates their attention and interests. This enables children to sustain their focus on their chosen activities, such as persevering as they overcome the challenge of stacking the different sized cups in order. The childminder consistently follows children's interests to build on their learning. For example, when children throw the beanbags, she draws their attention to where they have fallen. She uses positional language to describe them as being 'on top' and 'under' the tuff tray. Children observe this for themselves, which builds on their understanding of words and mathematical concepts. Additionally, this enables the childminder to assess what children have learned so that she can continue to plan for their

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Curriculum and teaching Strong standard

The childminder consistently implements teaching that is age- and stage-appropriate. She ensures that they have opportunities to make progress in all areas of learning, including their social skills. For instance, she regularly takes children on outings to local toddler groups and a residential home. This gives children valuable experiences, where they develop their ability to interact well with their peers and people in their community.

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Inclusion Strong standard

The childminder ensures that she builds strong partnerships with parents. She continually communicates with them to ensure that all appropriate information is gathered. This enables them to work closely together to consistently meet children's needs and identify when they may benefit from additional support. The childminder attends relevant training alongside using her expertise and developmental guides to ensure that delays in children's development are swiftly identified and addressed. She closely monitors children's progress and evaluates the impact of her teaching to ensure that it is supporting them to make progress. She skilfully adapts her teaching in the moment so that children continue to benefit from targeted support that promotes their ongoing development.

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Inclusion Strong standard

The childminder has a secure understanding of when children may be entitled to additional funding, such as early years pupil premium, and how this funding may be used to further enhance children's experiences at her setting. She is aware of the importance of working in partnership with other agencies involved in children's care, including any additional settings that children may attend, so that children can receive consistent support in their development.

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Leadership and governance Strong standard

The childminder has a secure understanding of the context of her setting. She successfully evaluates her provision to ensure that she is providing consistently high-quality experiences and opportunities that skilfully build on children's learning and development. This enables her to identify the strengths of her setting, and areas where she would like to make further improvements. The childminder ensures that she acts on any advice or feedback, such as taking steps to ensure that she supports children to develop an awareness of online safety.

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Leadership and governance Strong standard

The childminder implements strategies to further enhance her practice, such as sharing ideas with other childcare professionals and attending regular and relevant training. For example, she has completed additional training to ensure that she is familiar with upcoming changes. She has also identified further training to build on her understanding of how to support children with additional needs. This enables her to strengthen the quality of her provision so that children continue to receive high-quality teaching and support.

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Leadership and governance Strong standard

The childminder works in close partnership with parents. She keeps them informed of their child's progress and encourages parents to share relevant information about children's experiences outside of her setting. The childminder takes on board any information that parents share and she provides them with ideas to precisely target children's continued development at home.

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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

The childminder provides consistently high-quality care and teaching to children, which enables them to feel safe, form secure bonds with her and flourish in their development. She builds on opportunities to extend children's development, and children are actively supported to explore, investigate, be curious and immerse themselves in their learning. This means that children are highly motivated to learn and make excellent progress across all areas of learning. For example, when children start to bang on the pots, the childminder successfully role models to children how to test out their thoughts and ideas by introducing an assortment of other pots and pans. She encourages children to compare the different sounds that they make and observes that the bigger pans do not necessarily make a louder noise than the smaller pans. These meaningful interactions help children to make connections, understand cause and effect and develop early scientific thinking.

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

The childminder knows each child exceptionally well and she uses this knowledge to precisely plan for the next stage of their development. For example, she consistently models the clear pronunciation of words and gently encourages children to repeat words back. This supports children to build on their verbal communication skills and confidence when speaking.

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

Children benefit from excellent support to learn to share and take turns. For example, the childminder successfully follows children's interests in the beanbags to encourage them to wait patiently for their friends to throw them at a target. Children show their growing ability to tolerate delay as they repeat the activity several times, indicating to their friends when it is their turn. This helps children to form positive relationships and learn to cooperate with others.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children.

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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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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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