Childminder

Childminder

Unique reference number (URN): EY478285 Registered with Ofsted: 15/05/2014 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

The childminder demonstrates a secure understanding and knowledge of local special educational needs procedures and is aware of the additional support and funding available for children at the setting. She identifies children's additional needs and barriers to learning quickly through conversations with parents and other professionals during settling-in sessions. This enables her to provide well-tailored support for children when they begin at the setting.

p.2

Inclusion Strong standard

The childminder puts in place additional support for children with special educational needs and/or disabilities (SEND), and this helps them to settle at the setting, make friends, and feel valued and welcomed. Parents comment on how grateful they are to the childminder for treating their children with the utmost respect and for meeting their needs effectively.

p.2

Inclusion Strong standard

Through thorough training and extensive experience, the childminder has a solid understanding of how to support children with SEND effectively within the setting. This is demonstrated through children's behaviours and happiness as they play and explore. Additionally, the communication between the childminder and other professionals secures a high quality of care for children, inclusive of their needs.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has clear rules that she relays to children throughout their time at the setting. However, these are not consistently embedded throughout practice and, at times, children need to be reminded of these rules repeatedly for them to listen and implement a change in behaviours.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive relationships and spends time getting to know children to help them feel welcomed into her setting. She provides support to parents to promote children's attendance within the setting, helping families with barriers they may face and providing a safe and inviting environment for children.

p.2

Behaviour, attitudes and establishing routines Expected standard

Where children have a disagreement, the childminder is quick to provide support and guidance, enabling children to develop their social skills and interactions effectively. For example, she helps them to explain their problems or issues and find a solution.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children play together happily, sharing resources and toys and allowing peers to join their games. They are respectful of each other and older children often support their younger peers, making suggestions about how they can share or include others. This helps younger children develop their social interactions and levels of respect for each other.

p.2

Children's welfare and wellbeing Expected standard

The childminder shares nutritional guidance information with children in an age-appropriate manner, and together they choose a range of foods that provide children with healthy options. The childminder provides snacks for children after school and they choose a range of fruit and savoury foods, demonstrating excellent healthy choices. Children have welcomed this recent change and enjoy the foods available at the setting. Additionally, children access the outdoors, regularly participating in exercise and physical development opportunities.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides settling-in sessions for all children to help them become familiar with the setting and develop relationships with the childminder and their peers. The childminder is responsive to children's needs and ensures she is always close by to support children with their emotions, particularly in relation to friendships and social interactions. Children settle quickly at the setting and parents comment on how happy and settled children feel. Additionally, the childminder gathers a range of information about children before they start. This gives her the knowledge she requires to ensure she is meeting the needs of all children at the setting from the very first day, especially those with special educational needs and/or disabilities.

p.3

Leadership and governance Expected standard

The childminder attends professional development opportunities consistently. She always looks for further ways to develop her own skills and knowledge, and this impacts positively on the care she provides at the setting. For example, the childminder has recently completed her degree and has used her knowledge and skills gained from this to enhance the opportunities for children at the setting. Additionally, her ongoing training and work experience have given her the skills she needs to support children with special educational needs and/or disabilities effectively and to a very high standard. The childminder should now focus her attention on embedding rules and expectations further to support children's positive behaviour.

p.3

Leadership and governance Expected standard

The childminder makes decisions in the best interests of children, talking and taking account of their views and interests. Through training, conversations and self-reflection, the childminder identifies areas for improvement effectively, regarding the opportunities for children at the setting. Children share their ideas regarding further opportunities for imaginative play and the childminder has implemented new opportunities to support children's interests. This has a positive impact on children's engagement throughout their play and learning.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children feel valued and welcomed in this inclusive setting, where parents comment on how well the childminder promotes children's individuality, personality and uniqueness. The childminder allows children to make choices about the provision, for example, what resources, toys and activities they would like available to them. This helps children feel heard and respected.

p.4

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

Children demonstrate their good behaviours as they walk home from school sensibly and listen to the childminder's instructions. They are happy to arrive at the setting and quickly

p.4

About this setting

Registration date: 15/05/2014 settle into their chosen activities. There is a vast range of resources available for children, and they confidently make choices about their play and learning during their time at the setting. Children thoroughly enjoy role play and engage themselves in group games of make-believe play. They play together, sharing ideas and listening carefully to each other, following each other's lead and developing their storyline. The childminder provides support when needed, but allows children space to explore and develop their imagination well.

p.5

About this setting

Children thrive at this setting. They are comfortable in their surroundings, demonstrating strong relationships with the childminder and their peers alike. Children demonstrate their strong sense of comfort and belonging at the setting as they confidently help themselves to resources and access the areas they need to.

p.5

About this setting

Children thoroughly enjoy accessing the vast range of arts and crafts resources at the setting. They engage in drawing and writing activities and create wonderful crafts using their imagination. This sparks conversations with the childminder as children share their experiences from home.

p.5

Next steps

The childminder should further embed clear rules and boundaries to support children's good behaviours.

p.5

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.5

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

p.5

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.6

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7