Childminder

Childminder

Unique reference number (URN): EY268632 Registered with Ofsted: 26/08/2003 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including children who may face barriers to learning, thrive across the 7 areas of the early years foundation stage curriculum and are consistently well prepared to transition to school and beyond. Children play together in harmony and develop beneficial communication and language skills. They talk confidently, expressing themselves to make independent choices about their learning. Children name colours and shapes and make decisions using their initiative.

p.2

Achievement Strong standard

Children, including children who may face barriers to learning, recognise their names and self-register daily. They enjoy looking at books independently, talking about what they see and turning the pages. Children develop profound skills in physical development that prepare them effectively for school. They have increasing fine motor control. Children peel satsumas independently. They hold mark-making tools and use them proficiently to make marks on paper, talking confidently about the marks they have made. Children's stimulating interactions significantly support gross motor and mathematical skills in readiness for their next stage in learning. They climb stairs, counting each step as they climb. They count how many bits of satsuma peel and segments they have. Children draw shapes in response to the shape name that is called.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is inclusive in her approach to establish high expectations for children's behaviour, routines and attitudes to learning. She teaches children skills to become independent learners and how to develop positive learning behaviours. The childminder encourages children to be able to develop independence in regulating their emotions. Children's behaviour, attitudes and routines are consistently exceptional because of deeply embedded practice.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form positive relationships with each other and the childminder. They feel safe to explore new learning every day. The childminder's highly impactful learning opportunities support children to develop excellent social skills The childminder understands and considers each child's individual changing needs, including children who face barriers to learning, and supports children and their families so that children continue to thrive. The childminder has an effective communication system in place with parents and promotes the importance of good attendance and punctuality. The childminder's deep-rooted routines, along with her lovely, calm welcoming approach, significantly impact children's attendance.

p.2

Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing and helps them to adopt a healthy lifestyle. She creates a warm, welcoming space where children feel happy to be themselves, talk freely and learn through play. The children form secure, caring bonds and attachments with the childminder, built around trust. This supports children to thrive from their starting points. The childminder teaches children good hygiene routines to ensure their wellbeing, personal needs and safety are met. Children become independent. They learn to wash their hands, eat independently, sit, concentrate and listen. The childminder instils well-structured routines that support children to develop healthy habits and learning behaviours. Children who wear nappies learn to wash their hands after changing. This introduces children to developing hygiene and independence.

p.2

Children's welfare and wellbeing Strong standard

The childminder uses emotion cards to introduce children to different feelings. She shows children the cards and asks them how they are feeling. She reads stories that support children's understanding about managing feelings. The childminder knows the children well and adjusts routines to meet children's individual needs, when needed. She supports children to develop healthy lifestyle choices. The childminder provides freshly cooked, nutritious meals for children that support healthy growth and development. Children have fruit and water at snack time, cheese with tomato on toast at lunchtime, and a choice of fruits, yogurts and pasta bolognese for supper. The childminder encourages children to eat their meals and praises them for their efforts. This motivates children to independently make healthy choices. The childminder's consistent approach supports children to develop long- lasting healthy habits and flourish.

p.3

Children's welfare and wellbeing Strong standard

The childminder supports children to adopt a healthy lifestyle, prioritising children's physical development. She takes children out for walks every day to visit different places, including playgroups, local parks and the library. These routines are embedded. Children know that physical activity is important and know what to expect each day.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations for what she wants children to be able to know and do. She plans an ambitious curriculum across the 7 areas of learning that equips children with the skills to be ready for school. The childminder chooses stories that introduce children to new words. She uses 'book language' so that children develop an understanding of literature. For example, the childminder turns to the back cover and points, saying, 'This is the blurb. It tells you what the story is about.' On another occasion, the childminder points to a picture of a market scene and says, 'This is a souk.' These experiences encourage children to develop a love of reading.

p.3

Curriculum and teaching Strong standard

The childminder supports the development of children's communication and language skills. She consistently encourages children to take ownership of their learning. She asks children what they want to do today. Children say 'shopping'. The childminder asks, 'What do we need if you want to go shopping?', and children reply 'a trolley'. The childminder gets the trolley out, and children play. Her high-quality teaching encourages children, including children who speak English as an additional language, to be excited learners, and progress in communication and language is maximised.

p.3

Curriculum and teaching Strong standard

The childminder uses highly impactful teaching to encourage children to develop mathematical skills. She supports children to count how many cups there are. The childminder says the first number, and children continue counting to 3. The childminder supports children to develop mathematical thinking, for example asking, 'What size is your foot?' Children reply '7, that is one more than 6.' She encourages children to find the number 7 on the phone. The childminder uses her knowledge of the curriculum and what children need to know and do next to extend children's learning.

p.3

Curriculum and teaching Strong standard

The childminder reads with expression, asking children questions to deepen their understanding, encouraging children to talk. This supports children to listen and be engaged. The childminder supports all children to engage in the story and gives children a toy boat to sail down the river in the story. As a result, children's engagement and enjoyment are maximised. The childminder carefully monitors children's interest and adjusts the plan to increase engagement. She encourages children to stand and sing a song, before continuing with the story. The childminder's approach supports all children to thrive.

p.4

Inclusion Strong standard

The childminder consistently makes a difference to the opportunities and experiences of all children, particularly children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing. She swiftly and accurately identifies children's needs, including emerging needs. For example, she adjusts eating times for children who have arrived at the setting more tired than usual, to encourage them to have sufficient rest and meet their learning outcomes.

p.4

Inclusion Strong standard

The childminder adjusts her approach to meet children's individual needs. This supports children to settle quickly, feel safe, develop confidence and learn. Children's gaps in learning are closed, and children meet milestones in preparation for school. The childminder meets children's dietary needs and modifies menus for children who have food allergies to support their health needs.

p.4

Inclusion Strong standard

All children thrive in the setting. They develop a sense of belonging, feel safe and cared for and attain milestones from their starting points.

p.4

Inclusion Strong standard

The childminder has very high expectations for children in the setting. She supports learning so that barriers are reduced. She works in partnership with the local authority and uses support given to improve children's outcomes. Children visit the library and attend talks, stay-and-play sessions, 'bounce and rhyme' sessions and local playgroups. The childminder carefully considers experiences that significantly impact children's learning to create substantial progress.

p.4

Inclusion Strong standard

The childminder encourages children to bring things from home to share. For example, children bring in books written in other languages. They look at the pictures, and the childminder asks children questions about what they see. This encourages children to feel happy and included and teaches children about other languages and cultures. Children feel confident to express words and feelings, preparing them for their next stage of learning.

p.4

Leadership and governance Strong standard

The childminder adapts and responds to her setting's changing needs and uses feedback and aspirations for the setting and herself to drive improvements. She embeds high expectations throughout the setting, and this consistently has a positive impact on children's education and care. Parent partnerships are effective, and reviews are positive. They show the childminder is 'highly sought after'. The childminder has an excellent record of achievement. She attends courses that have a positive impact on children's progress and achievement. This shows that she continuously wants the best outcomes for children.

p.4

Leadership and governance Strong standard

The childminder supports children who face barriers to learning and their families to close gaps in children's learning. She knows the needs of each family well and signposts them to other professionals when needed. She supports the needs of children who speak English as an additional language and ensures that this is not a barrier to learning.

p.5

Leadership and governance Strong standard

The childminder prioritises children's outdoor learning and is developing the outdoor area. She is creating a pond with tadpoles and a nature garden for children. She promotes sustainability and is growing cress with children, which they will use to make sandwiches.

p.5

Leadership and governance Strong standard

The childminder has been approached by other childminders to offer professional support in childcare. This is something that she is keen to pursue.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

All children, in particular children who may face barriers to learning, arrive feeling happy, safe and content to explore the home-from-home surroundings that the childminder provides. They are warmly greeted by the childminder, who knows intricate details about children and tailors support to meet children's individual needs. Children confidently communicate their wants and needs to the childminder, who swiftly offers them care and support.

p.6

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

Children form positive, caring relationships with each other and the childminder that are built around trust. They learn to be confident and embrace new experiences as well as embedded routines. Children love the weekly visit to the library, where they sit, listen attentively and take part in stories. They enjoy looking at books independently. This prepares them for school.

p.6

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

All children choose how they want to learn and confidently express to the childminder which toys they want to play with. They concentrate consistently on activities of interest, for example creative mark making using colours of their choice. Children enjoy drawing and keenly talk about colours and shapes.

p.6

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

Children of all ages achieve well and make significant progress from their starting points. They learn in a stimulating environment that supports their individual needs. All children are encouraged to count from the earliest age. As they climb the stairs, they count each step taken. This supports children's mathematical development.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children who may face other barriers to their learning and/or wellbeing.

p.7

About this inspection

The inspector spoke with the childminder and children.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9