Childminder

Childminder

Unique reference number (URN): EY457720 Registered with Ofsted: 26/03/2013 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 developed an extremely engaging and nurturing setting. Children develop trusting relationships with the childminder and any assistants she works with. Older children know the boundaries and routine well. Babies anticipate what is coming next. They beam at familiar words spoken by the childminder that indicate a singing and dancing activity. The childminder and any assistants she works with are positive role models. They support babies' emotions with gentle reassurance. Older children are kind to their peers. They are calm and patient with babies. For instance, they wait for them to put pebbles in a basket when they tidy up. Children play happily together in the role-play area, sharing and taking turns. The childminder commends all children as they work together.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They use 'please' and 'thank you' when requesting more water for the sand tray. The childminder reinforces this by acknowledging their efforts. Babies happily comply with changing and dressing. Children have a positive attitude to their learning. They share their likes and request activities, knowing the childminder will respond. The childminder follows procedures for absences and keeps attendance records. She builds a rapport with parents and carers and checks on sick children's wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder has created a safe environment, where all children can flourish. She plans quieter activities to ease children into their day. The childminder and any assistants she works with respond to children's different needs. For example, older children spend extended time in the garden, while babies return inside in the warm. Children are extremely confident. They laugh at the childminder's response as she guesses what they are building. The childminder validates children's feelings and reassures them. For example, they discuss being scared at dinosaur sounds the previous day. The childminder shows children the speaker and tells them they are okay and safe. Babies babble at hand puppets as the childminder sings familiar songs. They bob up and down with delight.

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Children's welfare and wellbeing Strong standard

Children enjoy fresh and home-cooked meals. The childminder adapts her practices to meet children's needs. For example, she works with parents and carers to support anxious babies by feeding them familiar flavours to encourage eating. The childminder and any assistants she works with follow procedures to ensure that children remain safe at mealtimes. They closely supervise older children and babies when they eat. The childminder talks with children about their healthy choices. Older children discuss the fruits they enjoy. Children have space to run. They learn to take managed risks on climbing equipment. The childminder uses these experiences to teach children about safe and healthy lifestyles.

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Achievement Expected standard

Children make notable development from their starting points. Babies swiftly develop strength as they move on from crawling to cruising around furniture. Older children develop their gross and fine motor skills. They freely run outside in the garden and use spades to dig sand. They turn taps on and off under close supervision. Children receive constant praise for their efforts. This boosts their self-esteem and desire to achieve.

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Achievement Expected standard

Children are extremely independent. Older children wash their hands and serve their own lunch. Babies use spout cups and feed themselves with their hands. Children develop age- appropriate skills. Babies explore wooden animals. The childminder names them and makes animal sounds. Babies smile and laugh. Older children pretend to make tea in the role-play area. They play alongside each other and use language to describe what they are doing. The childminder recognises children's individual needs. However, she does not always precisely link these to their next steps in learning. This limits children's opportunities to progress even further in their development.

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Curriculum and teaching Expected standard

The childminder has a clear vision for the children in her care. She designs a curriculum that is engaging and ambitious. The childminder recognises children's individual needs; however, she does not precisely link these to their next steps in learning. This limits children's opportunities to progress even further in their development. The childminder is sensitive to anxious babies. She narrates transitions in the daily routine and uses objects to explain activities. This provides emotional support and develops children's trust in the childminder.

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Curriculum and teaching Expected standard

The childminder recognises children's individual learning needs. She stands and follows dancing routines with older children. The childminder sits with babies who tap sticks together and exposes children to mathematics. For example, she encourages children to count the number of times they tap their feet in a dance. The childminder describes the size of objects. Older children use language to identify locations, such as 'behind' or 'inside'.

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Curriculum and teaching Expected standard

The childminder includes books in her planning. Older children act out the story, and babies explore story sacks. There is a clear focus on children's language and communication. The childminder narrates babies' play to introduce them to a flow of words. Older children request to go outside. They ask questions about the activities the babies are playing with. The childminder supports children to understand they are unique.

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Inclusion Expected standard

The childminder and any assistants she works with know the children well. They work with parents and carers to support children from the beginning. For example, the childminder uses settling-in sessions and 'all about me' forms to provide a starting point. The childminder has high expectations for all children. She implements strategies for those children who are developing communication skills. This enables them to succeed alongside their peers. The childminder equally supports children who are confident communicators. She introduces language, such as 'excited' and 'scary', when describing feelings. The childminder is consistent in her approach. She provides different-level furniture to enable all children to access the same learning opportunities. For example, she places minibeasts and soil on a low-level table in the garden so pre-walking babies can explore them too.

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Inclusion Expected standard

The childminder extends children's learning outside of the setting. She uses visits to the local park to provide children with opportunities to use large play equipment. The childminder takes children to local childminding groups to support their social development as they meet new friends. There are no children with special educational needs and/or disabilities on roll at the time of the inspection. However, the childminder knows how to use assessments and seek support for children and the process she would follow. The childminder has developed a partnership with local settings and schools. She shares information to support smooth transitions for all children.

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Leadership and governance Expected standard

The childminder is focused on ensuring that she provides high-quality care. She updates her knowledge through relevant courses and updates. The childminder ensures that any assistants she works with do the same. However, she has not focused professional development on enhancing teaching skills to securely link next steps for all children's learning. The childminder works in partnership with professionals and the local authority. She calls on her early years advisers if she requires support. The childminder is aware of her local area and posed risks. She knows how to keep children safe when they go on outings.

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Leadership and governance Expected standard

The childminder reflects on her setting and highlights areas for improvement. She has recently laid safety mats in the garden and is acquiring additional water play resources. These actions support children's safety and benefit their learning. The childminder values any assistants she works with. The childminder works closely with them and cares for their wellbeing.

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Leadership and governance Expected standard

There is an effective partnership with parents and carers. The childminder provides regular updates on children's development. She shares menus to allow parents to see what children are eating. The childminder supports parents to continue children's learning at home. She shares resources and provides suggestions for activities. Parents are happy and comment that their children are blooming in a safe and caring environment.

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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 in this setting. The childminder is extremely passionate about her setting and the children in her care. She strives to create a warm and nurturing environment. Babies and children follow a regular routine. This helps them to feel safe as they know what to expect. The childminder supports children to be increasingly independent. Older children pour their own drinks. Later, they ask for jugs when they play to continue this learning. Babies develop strength. They stretch out their arms in the role-play kitchen and step

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About this setting

Unique reference number (URN): EY457720 across. The childminder consistently praises children's efforts, which boosts their self- esteem and desire to achieve.

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About this setting

Children experience a wide array of learning opportunities. The childminder plans fun and exciting activities. Children grow fruit and vegetables in the garden. They make bird feeders and spot birds for the big bird watch. The childminder brings snow inside on a tray to build with. Children show enjoyment by asking for the activities again. The childminder listens and acts. This shows children that their voices matter and are heard. Children develop firm relationships with their peers. Older children are ecstatic when their friend arrives. Babies sit together and follow each other around.

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About this setting

Children develop positive communication skills. The childminder introduces a flow of language during children's play. Older children have time to engage in conversation. They describe their play dough structure to the childminder, using words such as 'stomp and 'neigh' for her to identify a horse. Babies respond with babble and smiles when she joins in their play with pebbles. The childminder is effective in identifying children who are not developing alongside their peers. She is swift to act and use strategies to support children's development and close any gaps in their learning. Children flourish and are ready for the next stage in their learning.

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Next steps

The childminder should refine planning to incorporate children's next steps in learning more consistently into the curriculum.

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About this inspection

The inspector spoke with the childminder and her assistant during the inspection. Parents' views were also gathered.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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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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