Childminder

Childminder

Unique reference number (URN): EY443244 Registered with Ofsted: 03/04/2012 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

Children make secure progress in their learning and development. The breadth of experiences supports them in learning new knowledge and skills across all areas of learning. The childminder prioritises children's communication and language development. Children listen well, understand what is asked of them and confidently use language to explain their thoughts and ideas. For instance when children play with dinosaurs, they suggest building a volcano as part of the imaginary play.

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Achievement Strong standard

Children are very well prepared for their next stage in learning. They go on lots of outings to aquariums, libraries and museums where they learn about the world around them. They grow in confidence when visiting new places and learn how to interact in social situations.

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Achievement Strong standard

Children's individual needs are understood well and clearly addressed. All children, including those who require extra help, make significant progress from their starting points in learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a considerate and respectful culture where children learn how to get along together. She consistently role models kindness and shows children how to take turns. The childminder skilfully uses puppets and picture books with children to develop their understanding of how people feel in different situations. Children behave well and fully understand the expectations of their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds caring and effective relationships with children and their families. She works closely with parents to promote the importance of punctuality and attendance. The childminder considers children's attendance as part of her curriculum design, so that children have consistent opportunities and are fully included. She considers children's stages of development when teaching them how to get along with others. Parents support the same strategies for behaviour at home, so creating a consistent approach. This enables children to develop valuable social skills for their future.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a focused emphasis on children's emotional wellbeing. She offers lots of praise and encouragement. Children are highly confident, self-assured and excited to learn.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to the needs of each child in her care. She works closely with families and professionals to provide children with the right emotional and developmental support. Children settle quickly into the childminder's care, and their needs are met well.

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Children's welfare and wellbeing Strong standard

The childminder builds warm, secure and trusting relationship with children. She tunes into children's cues and knows them very well. Children have a secure attachment with the childminder and show emotional safety, allowing them to play, explore and investigate with confidence.

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Children's welfare and wellbeing Strong standard

The childminder thinks carefully about children's routines and their welfare. She has undertaken training about good oral health. Children clean their teeth daily in the childminder's care and they learn about the importance of cleaning all of their teeth. Children do not show any resistance and naturally undertake this as part of the embedded routine. Children are offered nutritious foods, such as fish and vegetables. They talk about foods that are good for their bodies. Children engage in healthy practices and learn about what is needed to live a healthy life.

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Curriculum and teaching Strong standard

The childminder provides a consistently high-quality curriculum. She makes clear assessments of what children know and can do. She uses this information to plan effective teaching that supports children to learn new knowledge and skills quickly. For example, after assessing children's mathematical knowledge, she plans purposeful activities with building blocks and dough and teaches children how to count in everyday activities, the comparison of sizes and the recognition of different shapes. Children use mathematical language confidently in their daily experiences.

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Curriculum and teaching Strong standard

The childminder purposefully focuses on children's language skills and prioritises their physical and personal, social and emotional development. For instance, children are taught how to be kind to each other at story time, they listen attentively and with curiosity as they read favourite stories and use cards to retell and order the story. Children handle the books and turn the pages competently.

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Curriculum and teaching Strong standard

The childminder provides an inclusive curriculum. The resources she provides and conversations she holds with children reflect children's backgrounds. They talk about transport children have used in other countries. The childminder uses her expert knowledge of each child to identify improvements and makes adaptations, so all children are fully included in the curriculum.

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Inclusion Strong standard

The childminder makes a demonstrable difference to all children she cares for. She swiftly identifies children's individual needs in partnership with parents and other professionals, such as doctors, health visitors, and speech and language therapists. The childminder puts highly effective measures in place to reduce barriers to learning. For instance, she provides targeted daily routines to enhance children's speech and language and uses additional money to buy resources that focus on the knowledge and skills that children need to learn next. Children's individual needs are consistently well met, enabling them to thrive.

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Inclusion Strong standard

The childminder engages in continuous training to keep her own knowledge and skills up to date. This allows her to carefully review the support she offers and assess the impact on children. For example, she completes training on early language development and, consequently, role models positional language to children to proactively extend their vocabulary. Children use language with confidence and clarity. The childminder has undertaken training on children's emotional development. She works closely with families to build consistent routines for children. They work together on mealtimes and sleep routines. This supports children where there might have been emotional disruption to have a secure care routine.

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Leadership and governance Strong standard

The childminder fully understands the strengths and areas for development of the service she provides to children and their families. She continuously identifies ways in which to improve her practice. She reflects on training, feedback from parents and children's responses. The childminder refines her teaching and enhances her learning environment. She continues to offer a high-quality service to children.

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Leadership and governance Strong standard

The childminder consistently makes decisions that are in the very best interests of all children. She offers valuable and caring advice and guidance to parents, such as healthy recipes and good oral health, promoting effective behaviour and enhancing children's communication and language skills. Children benefit from consistency in approach to meeting their care and education needs.

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Leadership and governance Strong standard

The childminder engages in regular targeted professional development. She has undertaken training in relation to children's physical development and reviewed children's posture and the chairs they use as a result. Children benefit from a highly responsive childminder who is continuously responding to their needs.

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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

All children demonstrate a secure sense of belonging. They confidently tell the childminder the things they want to do. Children know that their contributions are valued and explore their own ideas. They take pleasure in making hedgehogs and using different materials to make spiky prickles. Children use their mathematical knowledge to count the number of spikes. Children play collaboratively alongside their friends. For instance, younger children rub the arm of older children to show their care, and older children help younger children get items they want to use. Families are fully involved in every aspect of their children's care and education.

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

Children thrive in the childminder's care. They play in a safe and nurturing environment. Children's uniqueness is valued. The childminder teaches children about differences and similarities. She uses play resources where children can see themselves represented. This helps children to understand about diversity and be proud of who they are. Children talk about some experiences that are important to them. The childminder works closely with families to promote good attendance. Children benefit from the rich range of experiences available to them, such as visits to exhibitions about famous books.

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

Children demonstrate the skills they need to learn effectively. They are independent and show a love for learning. Children take turns in selecting objects out of a bag and sing songs about the object they choose, such as a scarecrow. They join in with familiar actions and anticipate what might come next. Children are well prepared for their next stage in learning as barriers to their learning are reduced. All children make good progress in their learning and development.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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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.

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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

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 .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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