Childminder

Childminder

Unique reference number (URN): EY544136 Registered with Ofsted: 10/03/2017 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 develops strong bonds with the children who attend her setting. Children enjoy attending and develop excellent relationships with each other. For example, younger children hug the older children, and children talk about being 'best friends' when completing an activity.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children's behaviour and sets clear and consistent rules and boundaries. Children understand and follow these rules and boundaries, and older children act as role models by setting an example. Where needed, the childminder gives gentle, repeated and consistent reminders. For example, when a toddler stands on a seat, she reminds the child that the seat is for sitting.

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Behaviour, attitudes and establishing routines Strong standard

Daily outings support children to learn and understand how to behave in different places and with different people. For example, during museum trips, children learn to talk quietly, observe closely and not touch items. During visits into the community, they learn to talk to and be polite to others. This ensures that children respect their surroundings and other people.

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Behaviour, attitudes and establishing routines Strong standard

Embedded and well-structured routines are in place that help to make children feel safe and valued. The childminder models how important punctuality is through her own practice. She has a consistent routine, which parents understand and support through ensuring children arrive on time. Children attend consistently, and the childminder supports this by offering pick-up and drop-off services where needed.

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Children's welfare and wellbeing Strong standard

The childminder prioritises the welfare and wellbeing of the children. She develops warm and respectful relationships with the children in her care. She knows each child extremely well and is highly responsive to their needs. The childminder encourages children to talk about how they feel and express their needs.

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Children's welfare and wellbeing Strong standard

On outings, children learn how to keep themselves safe when in the community. For example, younger children are taught to hold onto the pram, and older children walk in pairs in front of the pram, holding hands. They learn about how to stay safe around dogs, bicycles and members of the public. This helps children to navigate public spaces safety.

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Children's welfare and wellbeing Strong standard

Effective routines are in place that meet children's individual care needs. For example, children's sleep routines are adapted to reflect home routines and enable children to sleep when they are tired. This supports children's physical health and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children learn that getting fresh air and being outdoors daily is part of a healthy lifestyle. They wear all-in-one suits and wellington boots to allow them to be outside in all weathers. Children learn about healthy diets through the nutritious food the childminder provides. This supports children to develop healthy bodies and minds, as well as long-lasting healthy habits.

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Achievement Expected standard

Children progress well from their starting points, particularly in their personal, social and emotional development and physical skills. They become increasingly independent in self- care tasks. For example, they learn how to dress themselves and use the toilet. Children demonstrate high levels of confidence and self-esteem and they socialise well with others.

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Achievement Expected standard

During their time at the setting, children become effective communicators. They are able to express their needs and views well. Children who experience barriers in learning, including speech and language delay, make steady progress.

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Achievement Expected standard

Children engage well and remain motivated during activities. They listen carefully and show curiosity as they complete tasks. Children develop the knowledge and skills necessary across all 7 areas of learning and development within the early years foundation stage. This prepares children well for their next stage in learning.

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Curriculum and teaching Expected standard

The childminder is clear on what she wants the children to know and do. She has a secure knowledge of child development, which she uses to sequence the knowledge and skills she teaches children effectively. She observes children continually to assess what they know and can do and tailors her teaching accordingly.

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Curriculum and teaching Expected standard

The childminder interacts enthusiastically with the children. She skilfully weaves mathematical concepts into activities and everyday routines by talking about shape and colour in craft activities. For the most part, she adjusts her interactions with children to reflect their development needs. However, at times, the childminder's interactions do not extend children's communication and language to their full potential, for example by encouraging longer sentences and back-and-forth interactions.

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Curriculum and teaching Expected standard

Children are given extensive opportunities to develop their physical skills. For example, indoors, they thread blocks onto string, and outside, they navigate climbing frames. This helps children to develop strong fine and gross motor skills.

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Curriculum and teaching Expected standard

Developing children's social and emotional skills is a priority for the childminder. They attend playgroups so that children can interact with peers, and they talk to the people they meet when out and about in the community. These activities help children to learn social skills, such as sharing and listening.

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Inclusion Expected standard

The childminder has a clear and accurate understanding of each child's individual needs. This helps her to recognise any gaps in their learning and development. She works closely with families and makes thoughtful adaptations to her routines and environment where necessary. The childminder has the same high expectations for all children and provides appropriate support to reduce any barriers to learning.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported well. The childminder swiftly identifies children who may require additional support. She then works closely with parents to support children's individual needs, including accessing help from specialists and external partners where necessary. She monitors children's progress and reviews the support, assessing the impact of strategies. The childminder engages in regular training to continually improve her understanding of how to support children with SEND.

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Inclusion Expected standard

The childminder promotes parents' awareness of available funding. She understands how to spend additional funding effectively to ensure it has the maximum positive impact on outcomes for disadvantaged children.

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Leadership and governance Expected standard

The childminder accurately assesses the strengths of her setting. She has plans in place to improve the setting further. For example, there is a new garden area for the children, and an outdoor building will soon become the playroom. However, the childminder does not always reflect deeply on how she can improve the quality of her teaching practice to the very highest standard in order to further improve outcomes for children.

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Leadership and governance Expected standard

The childminder organises her workload with precision, which positively promotes her professional wellbeing. She engages in a range of professional development opportunities to support her practice. The childminder also attends regular updates from the local authority, and other professional organisations, which helps her to carry out her role successfully.

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Leadership and governance Expected standard

The childminder makes decisions that are in the best interests of all children. Parents feel that their children thrive at the childminder's setting. They praise the childminder for being professional, caring, enthusiastic and dedicated. They say that their children love going to her setting as they feel safe and valued there. Parents feel that their children progress well and grow in confidence, independence and curiosity.

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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 childminder provides a safe home-from-home experience for the children in her care. Children are extremely settled and happy as they independently explore the well-organised environment. This shows that they feel safe in the childminder's home. The childminder develops close relationships with the children and their families. She keeps parents well informed of their children's progress and shares regular photos of their experiences.

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

The childminder is passionate about providing children with experiences and adventures beyond the setting. Therefore, children receive a unique and enriching curriculum. Daily trips

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About this setting

Type: Childminder into the community include visits to museums, art galleries, libraries, abbeys and play centres. The childminder and children talk about the buildings, their experiences and the people they meet. This supports children to develop knowledge and skills across the 7 areas of learning outlined in the early years foundation stage requirements. It also supports them to develop a strong sense of belonging in the community. Children are immersed in nature as they explore farms, parks, playgrounds and nature trails. They spot squirrels, feed the ducks and jump in puddles. This supports children to develop their knowledge of the world effectively.

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About this setting

Children enjoy learning. They engage for long periods in activities that are well matched to their individual needs. For example, they talk about the colour and shape of paper as they create a collage. This supports children's mathematical development and also helps them to develop their fine motor skills. Children make sound progress at the setting. They learn the foundational knowledge and skills necessary to enable them to flourish in their next stage in learning.

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Next steps

The childminder should strengthen interaction techniques to develop children's communication and language even further. The childminder should embed a consistent approach for evaluating the setting's effectiveness, ensuring this includes precise ways to further improve the quality of teaching and practice.

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About this inspection

The inspector spoke with the childminder, children and parents 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. Registration date: 10/03/2017

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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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