Childminder

Childminder

Unique reference number (URN): EY277605 Registered with Ofsted: 15/01/2004 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 has high expectations for children's behaviour, appropriate to children's age. She is an excellent role model, embedding a calm and respectful culture, showing children kindness and respect, which they show her in return. This means when incidents do arise, children remain calm and manage their feelings well, taking the events in their stride. For example, when children accidentally spill water, they tell the childminder and quickly get out of the way. Some children get water spilt on them and ask for a change of clothes; others say 'accidents happen'.

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Behaviour, attitudes and establishing routines Strong standard

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

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Behaviour, attitudes and establishing routines Strong standard

Children are very kind to each other. They share and play well together consistently. They take turns on the wheeled toys in the garden and create their own games, seeing who is the fastest to go down the hill. They show an impressive understanding that they do not always come first. Children are very polite, saying 'excuse me' when they need to get past. This reflects the high expectations the childminder has of the children, which she consistently models to them.

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Children's welfare and wellbeing Strong standard

The childminder has a comprehensive knowledge and strong connections with the children and their families. She is understanding of their personal circumstances and changing needs. Children have high levels of wellbeing, as the childminder consistently prioritises this in her kind, nurturing way. She takes into account the different physical needs of the children and provides a safe, calm place for them to rest when needed. The childminder has a similar structure to each day, which provides children with comfort in knowing what is coming next. All children have ample time to be physically active and enjoy the outdoors, giving them a good start to leading a healthy lifestyle.

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Children's welfare and wellbeing Strong standard

Good habits around hygiene practices are embedded in daily routines that support children to develop lifelong healthy habits. For example, children happily go and wash their hands before eating, explaining they 'need to wash their hands to get rid of the dirt and germs'. Children take pride in being independent and learning about healthy eating. They smile as they successfully cut up their fruit at snack time. They plant vegetables in the spring, learning where healthy food comes from. They pick carrots when they are ready and eat them together. This supports them to learn what are healthy foods and how they can make healthy choices in the future.

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Inclusion Strong standard

The childminder makes a difference to all the children in her care. She identifies children's individual needs quickly, as she takes the time to get to know them very well from the start. She has excellent procedures in place to monitor all children's progress closely and speaks

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Expected standard

to parents, establishing strong relationships. She quickly picks up on any causes for concern, and, with her trusting relationships with parents, she can easily discuss any concerns and start putting measures into place. This helps to swiftly break down any barriers to learning children may have, to ensure they develop to their full potential. This includes contacting outside agencies as appropriate to get the children and families the support they need.

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Expected standard

The childminder is passionate about ensuring she is inclusive for every child. She has high expectations for all children and constantly provides opportunities that are adaptable to meet the needs and varying ages of all children. She ensures she can consistently make a difference to all children by keeping herself up to date with changes by engaging in appropriate training and linking with other childminders and professionals.

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Achievement Expected standard

Children, including those with special educational needs and disabilities, are developing well across all areas of their learning. The childminder has developed an ambitious curriculum that is inclusive of all children. She knows all the children very well and plans learning that meets their interests and learning needs. She is skilled at teaching in all areas, so children learn in a fun way, through play. Occasionally, children do not have the time to consider and respond to the childminder's questions. 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, overall. Children's learning is extended as they grow and develop. For example, younger children have simple stickers to peel and stick, while older children have more complex stickers and craft materials. The childminder revisits prior

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Achievement Expected standard

learning, helping to cement it in children's minds. For example, children talk about how they planted vegetables and then ate them when they grew earlier in the year as they look around the winter garden.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what all children need to learn across all areas of learning and development. She has precise plans in place to ensure this happens. The childminder knows the varying learning needs of the children well and differentiates her teaching to ensure it meets the learning needs of all children, including those with special educational needs and/or disabilities. For example, she knows that all the children love one particular book about a fish, so she plans an interesting activity that they are all excited to engage with that covers different areas of their development. She provides those that need it with their own copy of the book, to help them remain engaged, and ensures her co- childminder sits with them. She reads the story to them, introducing new vocabulary, such as 'iridescent', which she explains means sparkly or shiny. Children are then invited to decorate

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Curriculum and teaching Expected standard

their own fish, where they discuss colours and count how many sparkly beads they have stuck on. Children are praised for being able to peel off stickers independently, practising and developing their fine motor skills. The childminder links back to prior learning as they remember the word 'iridescent' that they learned earlier. Children have many opportunities to develop their language skills; however, at times, the childminder asks many direct questions, giving the children little time to answer before asking the next one. This does not fully maximise these valuable learning opportunities.

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Leadership and governance Expected standard

The childminder works well with her co-childminder to be ambitious, evaluating her setting and making changes where needed. She talks with other childminders, reads professional publications and attends training to keep herself up to date with current practices. The childminder speaks with parents to gain their opinions on what is working well and if any developments are needed. The childminder is aware of her strengths and is always keen to improve. She knows children and families well and runs her setting with their best interests in mind. For example, she understands that changes in the family can alter a child's behaviour, so she puts extra measures in place to support children at times of family challenge.

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Leadership and governance Expected standard

The childminder works well with her co-childminder by supporting and encouraging each other. They both praise and help each other to develop their practice to secure high standards of care and education for the children in her care. The childminder engages with families and professionals to ensure children's education and care are well supported.

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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 are very happy at this warm, welcoming setting. They are excited to arrive, ready to see their friends and engage in the fun activities the childminder has planned. The childminder values the children and takes time to really get to know the children and their families. She greets them fondly and asks about family members and pets. Children are eager to engage and learn, as the childminder plans learning around their individual needs and interests. The childminder has high expectations for all children, including those with special educational needs and/or disabilities, and all are making good progress. She monitors their development to ensure they are achieving as they should.

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

Children are calm and engaged in learning. They make friends, as the different ages of children play and interact together well. Older children are good role models to younger children. For example, when digging in the sand, they show younger children how to dig the wet sand out of their buckets when they are struggling. Children are happy, and their behaviour is exceptional. The childminder is an excellent role model, always remaining calm and positive. Any minor issues or incidents with children's behaviour are managed in a kind and gentle way and used as opportunities for children to learn from.

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

Children learn how to keep themselves safe. They discuss how to safely cross a road and how they must hold onto the buggy when they are out and about. They are reminded not to stand at the top of the slide, or they may fall off and hurt themselves. They are safe in the childminder's care, as she has an excellent knowledge of safeguarding and knows what to do if she ever has a cause for concern.

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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 consider how she can use questioning more effectively to support children's speech and language development further.

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About this inspection

The inspector spoke with the childminder and co-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

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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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