Childminder

Childminder

Unique reference number (URN): EY313238 Registered with Ofsted: 06/10/2005 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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Achievement Expected standard

Children make good progress in a calm and nurturing environment. They develop into confident communicators as they learn new vocabulary. Overall, children receive support when they do not pronounce words correctly. They enjoy holding conversations and talking about what they know. Most of the time, children are curious and independent learners who enjoy sensory experiences to investigate. For example, they explore a wide range of media and materials with confidence. Children are considerate of others and help to tidy up after themselves.

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Achievement Expected standard

Children are very independent. They are able to manage their own self-care needs and choose what they would like to do. For example, children butter their own snack and can dress into outdoor clothes. These key skills prepare them well for their next stage of learning, including when they start school.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they are happy in the childminder's care. They engage the childminder in their play and are proud to show her what they have created. For example, children show off the castle that they have built with windows and doors and receive lots of praise from the childminder. The calm and nurturing childminder is a positive role model. Children flourish in her care because they mirror her manner. This creates a harmonious environment for children to learn and feel secure. Furthermore, this has a positive impact on their behaviour. Children learn how to be kind and courteous to their friends. The childminder applies age-appropriate boundaries to the children. She explains to the older children that younger children need more support when sharing and waiting their turn. This teaches children patience and how to be tolerant of others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established positive relationships with the families of the children who attend. Parents and carers speak highly about the care that the childminder provides. The childminder explains about the importance of attendance and is flexible to families' individual needs. For example, children who have started school continue to attend during the school holidays.

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Children's welfare and wellbeing Expected standard

Children have developed warm and secure relationships with the childminder. Many have attended since they were very young babies. They show that they are comfortable in the environment as they explore with confidence. For example, they select what they would like to do next and ask for play dough.

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Children's welfare and wellbeing Expected standard

The childminder has worked hard to help children to understand their feelings. They are learning to manage their emotions in age-appropriate ways. When children are becoming overwhelmed, they select a coloured scarf to represent how they are feeling. This has had a positive impact on children's wellbeing, as they can express and manage their emotions. The childminder teaches children about good health. For example, they talk about the importance of playing outside in the fresh air. The childminder takes children out every day. When it is raining, children wear wet-weather clothing and learn that the floor may be slippery. Children wash their own hands and enjoy finding the towel with their name on. This teaches them about good hygiene. The childminder provides nutritious home-cooked food each day to support children's understanding of a healthy diet.

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Curriculum and teaching Expected standard

The childminder plans a curriculum based around themes and children's interests. For example, when children exclaim that they can see the moon, the childminder adapts her planning. She supports their emerging interest and teaches children about space. Children explain how the moon changes shape from circle to crescent. This helps them develop a wide vocabulary as they learn new words.

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Curriculum and teaching Expected standard

The childminder understands the need for children to be physical and active. She makes sure that children spend time outside every day in all weathers. The childminder weaves numbers into children's play, and they are developing into confident counters. She supports children to talk about how they feel and identify their emotions. Children are enthusiastic about their learning. They ask what activities they will be doing each day and are eager to join in. Children engage with their learning. They persevere and remain focused for long periods for their age. The childminder should now consider how to adapt adult-led activities to help babies and toddlers become more deeply involved in the activity and learning.

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Inclusion Expected standard

The childminder creates an inclusive environment where every child feels welcome and valued. She uses her knowledge of each child alongside her observations to identify what children need to learn next. This means that she can identify areas of children's development that need further support. The childminder shares this information with parents and gives them ideas to support their child further at home. This provides children with a coordinated approach so that they make positive progress.

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Inclusion Expected standard

The childminder has a secure knowledge of how to make referrals to external professionals. For example, she seeks support from speech and language therapists to help develop children's communication and language skills. She uses funding that children receive to support inclusion further. For example, she considers any barriers that children may face and how to remove them. This has a positive impact on children's development. It means that they can join in with the activities that the childminder provides. Any gaps in children's learning are promptly addressed.

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Leadership and governance Expected standard

The childminder is very reflective of her provision. She understands her responsibility to risk assess and takes quick action to make changes to any areas for improvement. This makes sure that children are safe and well cared for. The childminder does not have a sharp focus on her professional development. Although she undertakes mandatory training, she does not always consider ways to adapt her teaching carefully to meet the wide age range of children that she cares for. The childminder is committed to making sure that children make good progress in their learning and development.

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Leadership and governance Expected standard

The childminder manages her workload and wellbeing effectively. She builds effective partnerships with parents and carers. They speak highly of the care and learning experiences she provides. They explain that she is kind and reliable and is an important part of their family. The childminder shows genuine care for every child. Parents appreciate the clear and informative communication they receive. The childminder shares information with parents so that children benefit from consistency in their care and learning.

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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 thrive in the calm and nurturing environment created by the childminder. Children have space and confidence to explore and play. The childminder encourages children to make decisions and choices about what they would like to do. Children enjoy a wide range of activities that the childminder plans. For example, they explore the different habitats that animals live in. They help to make snow for penguins by measuring how much water they need to add to the snowflakes. Children explore the different footprints that animals make and then compare them to their own. This style of teaching excites children and they enjoy their learning. The childminder designs the curriculum to be flexible and follow the children's interests. As a result, children remain focused on their play for long periods for their age.

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

The childminder promotes children's communication and language development successfully. She narrates for children as they play so that they hear a wide range of new vocabulary. Children use words such as 'smooth' and 'silky' as they describe snowflakes. The childminder organises for a singing and music specialist to visit the setting every week. Children enjoy this time as they learn to sing and dance in a range of ways. This has a positive impact on their listening skills alongside their physical development. These experiences provide children with confidence and a sense of belonging. They are happy and enjoy the time that they spend with the childminder. Parents state how much their children look forward to the time that they spend at the childminder's home. This is because the childminder has developed caring and respectful relationships with the children.

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Next steps

The childminder should engage with further professional development beyond that which is statutory to further develop her teaching practices. The childminder should ensure that planned activities support the next steps of every child so that they make good progress.

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About this inspection

The inspector spoke with the childminder and children and read parents' reviews 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, knows as the early years foundation stage.

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About this setting

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