Childminder

Childminder

Unique reference number (URN): EY501667 Registered with Ofsted: 11/01/2017 Registers: EYR, CCR

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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 Expected standard

Children are eager and excited to learn in response to the childminder's enthusiastic approach. They excitedly recite their knowledge of letters. Children receive plenty of time to think and answer questions. They learn confidently in this nurturing environment.

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Achievement Expected standard

Children benefit from a focus on language and communication. They develop effective conversational skills despite speaking English as an additional language. The childminder provides a wide range of books and props to enable children to express their imagination. They carefully select their book of choice and confidently recite the story, creating their own narrative and using letter recognition skills. The childminder is preparing children well for their next steps in learning at school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour. She encourages children to understand the importance of good manners through effective modelling. For example, the childminder frequently says please and thank you during conversations with children. Children use this language as they engage in conversation with other people. The childminder extends children's social skills during outings to the local playgroup and community. Children recall the names of the friends that they meet.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and secure in the setting. They have a close relationship with the childminder and love to celebrate their achievements with her.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the needs of the children who attend the setting. She has positive partnerships with parents. There is an established routine in place that children know well, as a result children are confident and engaged. The childminder understands the importance of attendance and provides families with support to prepare children for school.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment, where children demonstrate they feel valued. For example, they share their achievements with the childminder, who responds with lots of praise. The childminder considers children's different cultural backgrounds, when creating her inclusive curriculum. She encourages families to share information so that all children are represented and supported in the setting.

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Children's welfare and wellbeing Expected standard

Children have established secure bonds with the childminder. The childminder has implemented teaching strategies that help children to understand their emotions. For example, she talks to children about how they are feeling and encourages them to share what makes them happy.

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Children's welfare and wellbeing Expected standard

The childminder has a positive attitude to developing children's knowledge and skills of how to stay healthy. There are established routines that support healthy lifestyles, such as washing hands and regular physical activity. Parents are supported to provide a healthy packed lunch.

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Children's welfare and wellbeing Expected standard

The childminder focuses on safety when she takes children on visits in the local community. She has a wealth of local knowledge and prepares children for school and to keep safe when on trips out.

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Curriculum and teaching Expected standard

The childminder is enthusiastic and reflective in her approach to children's learning. She has designed a curriculum that provides opportunities for children to develop in all areas of learning. The childminder understands children's stage of learning and typically knows what children need to know next.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to access both free play and focused activities. She supports and extends learning by providing quality interactions. Children confidently demonstrate their language as they explore natural materials. The childminder provides a dialogue that supports and extends children's language and communication.

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Curriculum and teaching Expected standard

The childminder motivates children to extend their knowledge. She ensures that children develop a good knowledge of mathematical language and concepts. Children confidently demonstrate their counting ability. The childminder provides number games and supports children to recognise the number symbols. She provides children with the opportunities to consider their replies. Although children in her care are very well supported, the childminder is aware that her knowledge about children with complex needs is not as well developed.

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Inclusion Expected standard

The childminder understands that children may have delays or gaps in their learning. She gathers information from parents to identify starting points for children, which helps her plan how to support children best. The childminder knows how to implement and review effective plans for children's individual needs. She recognises the context of her setting and the local area. For example, she knows that children attending the setting typically speak English as an additional language. She places value on children's cultures and celebrates their traditions.

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Inclusion Expected standard

The childminder knows how to access support for children who may have special educational needs and/or disabilities (SEND). She knows how to access and use additional funding appropriately. For example, the childminder considers how to enhance her curriculum to support the learning needs of all children.

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Inclusion Expected standard

The childminder has knowledge of the indicators that a child may need additional support. However, additional focused training on identification of SEND would positively impact on the learning outcomes for all children.

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Leadership and governance Expected standard

Children at the setting arrive from a multitude of ethnic backgrounds speaking many languages. The childminder supports new parents by providing local information and helps them to access services. She is committed to supporting parents to enable them to meet children's needs. As a result, children feel secure and are making good progress in their learning.

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Leadership and governance Expected standard

Parents state that the childminder is empathetic and provides a 'fantastic' service. They say that their children are happy to attend and love the activities that are provided. Parents state that they have good channels of communication, which help them to support their children's learning at home.

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Leadership and governance Expected standard

The childminder builds effective partnerships with local support and training providers. She states that they support her to extend her knowledge to ensure that children achieve the best outcomes. The childminder regularly considers the effectiveness of her provision and identifies areas that she wants to improve. She engages in targeted training. However, this training and development is not always focused around developing knowledge of how to support children with more complex 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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What it's like to be a child at this setting

Children are happy and confident in the childminder's home. This supports their regular attendance. They are excited to greet guests, demonstrating their well-developed social skills. The childminder supports children to feel safe and secure as she builds secure relationships with them. She provides a stimulating and welcoming environment, where children are ready to learn. For example, children engage well during planned activities and access their favourite resources to extend their learning. The childminder values children's individual character and carefully plans to prepare them for the next stage in their education. When children speak English as an additional language, the childminder provides a language-rich environment that supports children to make good progress with their communication skills.

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

The childminder provides opportunities for children to understand how to keep themselves safe. For example, when children lose focus she calmly explains the risks to them. Children respond well to the intervention and re-engage with the activity. Children are making good progress in this setting due to the enthusiasm and praise provided by the childminder. They demonstrate what they have remembered with confidence.

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Next steps

The childminder should extend their knowledge to ensure clear identification of the emerging needs of children, focusing particularly on children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the 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. Type: Childminder

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About this inspection

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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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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