Childminder

Childminder

Unique reference number (URN): 550042 Registered with Ofsted: 27/07/2001 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 sets clear expectations for behaviour, which are supportive of different ages and stages of children's development. Children are incredibly happy and settled in the highly nurturing and welcoming environment the childminder has created for them. Children of all ages learn to share and play happily in small groups, where they interact with respect with each other. The childminder ensures children learn about expected behaviour as she always models respect and good manners with them. She is always consistent and calm in her approach, enabling each child to feel valued and secure and to develop a keen sense of belonging. The childminder encourages children from an early age to talk about their feelings, understand how to manage their emotions, but also feel safe to seek her out for cuddles and support.

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Behaviour, attitudes and establishing routines Strong standard

The children are very aware of the routine and flow with ease from arrival to departure, moving from one activity to another confidently. They play happily together, learn to share resources and use good manners with little or no prompting from the childminder. They take on chores promptly, such as locating their belongings for going home or helping to clear away at mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works in close partnership with parents from the outset about the importance of regular and timely attendance, and she is aware of the procedures to follow should there be unexplained absences.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of healthy, nutritious, varied meals and snacks for children in her care. Children of all ages are keen to have their dinners and snacks and are confident to engage with older children to identify what vegetables they want to eat, or what desserts they would like. The childminder involves children in learning about healthy eating and making choices, supporting them to learn about healthy eating.

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Children's welfare and wellbeing Expected standard

Children have a clear understanding from a young age about safety. The childminder provides clear and consistent messages to the children. For example, children learn about safe crossings and the importance of holding hands when out in the community. They learn to gain confidence with their physical skills, as the childminder supervises closely and guides children on how to use large equipment in the park. Children move with confidence from one playroom to another. They access safe play spaces and quality resources. The childminder has created areas where children can relax and look at books, do drawings or participate in small-group activities in the role-play area. Children are supported well in the main to develop independence with personal care, such as handwashing. However, this is not always extended into the daily routine, such as after mealtimes.

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Inclusion Expected standard

The childminder is aware of supporting children with special educational needs and/or disabilities (SEND). She has provided care for children with SEND in the past and uses her assessment procedures to track any needs arising. The childminder is aware of how she would collaborate with parents and relevant professionals to support her curriculum to be suitable for all abilities. She is aware of how to use additional funding should this be in place. The childminder gathers relevant details from parents at the time of starting, allowing her to identify any other barriers that may require her to ensure her delivery of service will enhance the child's needs further.

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Inclusion Expected standard

The childminder demonstrates an appropriate awareness of inclusion and that all children in her care are individuals. She guides children to recognise differences in each other as unique and a positive factor. She supports children not to label others and to see the differences as positives. The children celebrate festivals throughout the year. The childminder is positive in her approach to celebrating each child's differing abilities and development to support their confidence and feel valued.

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Leadership and governance Expected standard

The childminder has a range of experience of caring for children in the early years age range. She keeps updated regarding her role and responsibilities through the support and advice she receives regularly from her local authority advisory team, and the relevant training she completes. For example, she has completed safeguarding children, first aid and food safety. She keeps updated with changes, such as with the early years foundation stage framework in the past year. The childminder demonstrates an appropriate understanding of this in her delivery of service for children and parents.

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Leadership and governance Expected standard

The childminder has established effective links with other settings, such as schools and nurseries, over the years. This helps her support transitions for children moving swiftly on to these settings. However, these links can be further developed to ensure both sets of professionals work as a team to build on children's care and progress.

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Leadership and governance Expected standard

The childminder has forged positive partnerships with parents. She seeks relevant information from parents at the time of their child starting to provide her with a clear insight into children's individual development. Parental feedback at inspection is positive. Parents comment on the regular exchange of information and activities provided that cater for their children's individual development.

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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 arrive eager to play and learn. They engage in activities with little direction from the childminder as their interests are captured by the activities on offer. They are busy drawing and creating their own pictures using their own ideas. Children show pride and a sense of achievement as they share their drawings with each other and the childminder. They welcome the praise and recognition the childminder gives them and take on challenges to recognise shapes and colours. The childminder knows what the children enjoy and plans activities to reflect this.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Children play very well together as the childminder creates a culture of harmony and inclusion. The activities planned are reflective of the attendance patterns of the children attending. This is based on what their level of development is from the childminder's observations. Children have formed familiarity and bonds with other children attending, and young children engage with older children with ease.

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About this setting

The childminder works closely with parents. She gets to know the children from the start and maintains a two-way flow of communication with parents to keep them updated.

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Next steps

The childminder should extend on partnerships with other settings children may attend, to ensure that both sets of professionals work together to support children's ongoing care and progress. The childminder should review the arrangements for handwashing throughout the daily routine, to continue to support children's independence and self-care.

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About this inspection

The inspector spoke with 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. Local authority: Redbridge

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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. 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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