Childminder

Childminder

Unique reference number (URN): EY277593 Registered with Ofsted: 23/12/2003 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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Behaviour, attitudes and establishing routines Strong standard

The childminder is calm and kind and shows the children respect. She listens to what they have to say with interest and shows them that what they are saying is important. She is an excellent role model, and this is reflected in the children's superb behaviour. They are extremely polite, kind and respectful to each other and the childminder. Children play well together and alongside each other, sharing toys and having fun. The childminder is quick to notice situations that may lead to disagreements and helps children to resolve them in a way appropriate to their age. For example, when children are playing in the sand, she notices they both want the same bucket and helps them find a suitable compromise. Between themselves, the children agree they could get another bucket and then quickly find one in the sandpit.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a good relationship with families and makes the expectations of the setting clear when they start. Parents understand that it is important for children to attend regularly and know to call if their children will not be in.

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Children's welfare and wellbeing Strong standard

The childminder has established effective routines to ensure that children's happiness and wellbeing are consistently prioritised. Children are comforted in knowing the structure of the day and show they are happy through their joyful play. They are motivated to join in with activities that are planned around their individual needs and interests. The childminder has strong connections with the children, understanding even the youngest children's needs and wants, so all children have high wellbeing and feel important.

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Children's welfare and wellbeing Strong standard

The atmosphere of the setting is calm, kind and caring, and this is shown in the way children and adults react to incidents. For example, when a cup of water is accidentally spilt, children calmly get down from the table. Some discuss how they will need to change their clothes, which are now wet, and others say, 'accidents happen'. Everyone remains calm and happy.

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Children's welfare and wellbeing Strong standard

Children have opportunities to be physically active and learn how to keep themselves safe. For example, they regularly go out on walks in the local area and understand to hold onto the buggy or the childminder's hand until they reach their destination to keep them safe. The childminder follows children's routines, ensuring those who need it have a safe place to sleep and rest and that children have continuous access to water.

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Inclusion Strong standard

The childminder ensures that her setting is inclusive to all, particularly those with special educational needs and/or disabilities (SEND). She gets to know children and families well before they start. She observes children, quickly noticing if they are not developing at expected levels, and puts measures in place to remove barriers to their learning. If children already have identified needs, she speaks to parents and specialists to ensure that any recommendations and adjustments are in place, helping children to achieve their full potential. She is sensitive to the varying needs of the children within her setting.

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Expected standard

Along with her vast experience, the childminder attends training and has professional conversations to ensure she is up to date on how to make a difference to the lives of all children, including those with SEND and those known to social care. For example, she finds out about children's backgrounds, signposts parents to where they can get extra support and monitors children's progress to ensure they are moving forward. From past encounters, she is very experienced with supporting all children and families and has good knowledge of linking with outside professionals and implementing their recommendations to ensure that children thrive.

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Achievement Expected standard

Children are progressing well across all areas of the broad curriculum, including those with special educational needs and/or disabilities. Children enjoy the opportunities to learn through play. Activities interest them and they remain engaged in their learning. Children have opportunities to cement their learning in their minds as the childminder revisits prior learning. For example, children talk about how they planted vegetables and then ate them when they grew them earlier in the year, while looking around the winter garden. Occasionally, children do not have the time to respond to the childminder's questions and to join in with some conversations. However, all children do make progress in their communication and language development. Children are being well prepared for the next stage in their learning, including school.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum that is ambitious and meets the needs of all children. She differentiates the learning opportunities and evaluates their knowledge to ensure she is meeting all children's needs, including those with special educational needs and/or disabilities. She supports children to learn new words and simple mathematical skills. For example, when playing with the weighing scales and toy fruit with young children, they discuss the names of the fruit they are weighing and notice how the 2 pears weigh the same amount. She speaks with the youngest children, commenting that they are holding '2 babies'. The childminder builds on children's previous knowledge, talking about how the fish in the book is the same colour as their goldfish in the garden. The childminder encourages children to learn new vocabulary by talking to them as they play. However, she does ask children a lot of questions and does not always give them time to think about an answer and

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Curriculum and teaching Expected standard

Children have many opportunities to develop their physical and social skills. For example, they have time outside walking and climbing and digging together. They engage in daily craft activities, sharing resources and using their small muscles as they stick, paint and draw.

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Leadership and governance Expected standard

The childminder closely collaborates with her co-childminder to ensure the right decisions are made so the needs of all the children and families in their care are met. She works with her co-childminder to review and reflect on the quality of her practice and provision and makes changes where needed so her provision remains interesting for children and up to date. For example, improvements have been made to the garden to make it more challenging for the children. The childminder ensures that she keeps up to date with current practices by talking with other childminders, reading relevant articles and attending training.

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Leadership and governance Expected standard

Families trust the childminder and keep her up to date with any major family changes so she can give children extra support as needed. She works well with her co-childminder. They encourage each other to improve as needed, supporting high levels of care and education for the children.

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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 warm, responsive childminder provides a cosy, welcoming space for all children, where they feel safe and well cared for. Children arrive happy, keen to come inside and see their friends. Children show a real sense of belonging as they confidently follow the familiar routine as they take off their shoes and coats and wave goodbye to their parents. They quickly become engaged in the day's activities.

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

Children's behaviour is excellent, and they play together and share well. For example, when playing with dolls, they take turns 'feeding' the doll, laughing together at the types of food they are giving her. Children show a caring nature as they notice some children cuddling dolls, but not joining in. They kindly ask what food their dolls would like and bring it over, ensuring that all children are included. Children show a real enjoyment in their learning.

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

The childminder monitors children's development, ensuring they are progressing as expected. Children who require extra support are given it. For example, the childminder recognises that children whose families are going through changes need extra support and works with them to ensure that children receive what they need. All of the children, including those with special educational needs and/or disabilities, are making good progress from their starting points.

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

The children are very safe in the childminder's care. She keeps her safeguarding knowledge up to date and knows what to do if she has any concerns around their welfare. Children learn how to keep themselves safe, especially when out and about. For example, older children know to hold onto the buggy when out walking and not to run off ahead.

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About this setting

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

The childminder should strengthen their teaching of language to allow children more time to respond and join in with conversations.

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About this inspection

The inspector spoke with the childminder and her co-childminder.

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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

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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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