Childminder

Childminder

Unique reference number (URN): EY343072 Registered with Ofsted: 01/11/2006 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 progress in their learning and development. They are confident communicators, invite adults into their play, can express their needs and make independent choices. Children enjoy contributing to discussions and understand that their opinions are important. This supports children confidence and self-esteem. Children enjoy listening to stories, acting out being a pirate and using an interactive radio to play nursery rhymes. These activities help children to make their needs known and be confident communicators.

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Achievement Expected standard

Children who speak English as an additional language are well supported. The childminder works closely with parents and offers lots of opportunities for children to revisit learning and use vocabulary in context. Children are given lots of opportunities to be independent, build their confidence and develop their understanding of the world.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and has high expectations for all children in her care. She models good behaviour, gives children gentle reminders and has clear boundaries in place. Children demonstrate they understand these expectations. They listen carefully to instructions, share resources with their peers and enjoy showing care and consideration as they stroke the family rabbit.

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Behaviour, attitudes and establishing routines Expected standard

Children have built warm attachments with the childminder. They listen attentively to her and seek reassurance when needed. Children collaborate with one another and work together, for example, when tidying away resources and identifying where items belong.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance and follows up any unexplained absences. She also promotes regular and punctual attendance so that children benefit full from learning opportunities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's age and stage of development when supporting expectations. For example, she encourages children to understand emotions and consider the feelings of others. Children use their manners and demonstrate positive behaviour.

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Children's welfare and wellbeing Expected standard

The childminder is attentive to children's care needs and supports them to develop healthy lifestyles. For example, she encourages children to wipe their nose, place the tissue in the bin and wash their hands before returning to play. She is alert to when children may need changing or need a drink of water. Children demonstrate secure attachments with the childminder and are happy in her care. The childminder plays alongside them and supports their role play.

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Children's welfare and wellbeing Expected standard

Children are reminded about personal safety, for example, when getting down carefully from furniture. Children enjoy a range of healthy meals and grow vegetables in the garden to eat at snack time. Children are supported to recognise emotions, express their feelings and understand change. For example, children enjoy visiting the zoo regularly to observe a newly born baby elephant develop and grow. This helps them to understand changes, such as when a new sibling is born, and helps to overcome any potential barriers to learning.

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Children's welfare and wellbeing Expected standard

Routines support children's individual needs. For example, children sit together as they eat snack, wash their hands after using the bathroom and help each other to tidy away resources. Children develop a secure sense of emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that promotes children's learning and incorporates their interests. She reflects on the curriculum to ensure that it is helping children to sequence their learning, recap on prior learning and establish new skills.

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Curriculum and teaching Expected standard

The childminder offers opportunities for children to learn through all areas of the early years foundation stage. For example, children enjoy using a tablet and stylus pen to draw pictures of faces. This helps to develop their imaginative and physical skills.

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Curriculum and teaching Expected standard

The childminder supports children in their communication and language skills. She provides a running commentary, including new vocabulary, and asks questions. However, she does not consistently model the correct pronunciation of words and may abbreviate vocabulary. This does not consistently support children who are developing their language skills. Strengthening language modelling will support this.

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Curriculum and teaching Expected standard

The childminder considers children's development stage when supporting mathematical knowledge. She offers opportunities to count and identify colours. Younger children enjoy using magnetic blocks as they begin to consider shape and space.

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Curriculum and teaching Expected standard

The childminder places children's physical, personal, social and emotional development at the centre of her practice, recognising that these areas support children with all areas of their learning and development. The childminder adapts the curriculum to meet individual needs.

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Inclusion Expected standard

The childminder identifies and understands children's individual needs well. She observes and assesses their needs regularly so that she can adapt the curriculum to support the unique needs of every child. For example, if children are not engaged in an activity, she will offer a different experience, so they can explore and practise new skills. She invites parents to contribute to assessment processes and share information from home.

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Inclusion Expected standard

The childminder supports children who speak English as an additional language well. She demonstrates experience of caring for children with special educational needs and/or disabilities and adapts her practice accordingly.

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Inclusion Expected standard

The childminder evaluates the progress that children make to ensure that the curriculum is supporting them to develop and establish new skills. She works alongside families and understands the importance of working with other professionals where needed. The childminder understands the importance of using any funding children receive to have the maximum impact on learning and development.

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Leadership and governance Expected standard

The childminder is committed to provide high-quality care and education for the children in her care. She understands the importance of working in partnership with parents to understand children's needs and share information. For example, she promotes oral health following advice from the dentist.

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Leadership and governance Expected standard

The childminder undertakes some evaluation. She attends mandatory training, adapts the curriculum to support children's needs and meets with other childminding professionals to share ideas. However, she does not consistently identify precise priorities to further improve practice and provision.

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Leadership and governance Expected standard

The childminder takes decisions in the best interests of the children in her care. For example, she shares information about children's development stage with other settings when children attend more than one provision. This helps to provide a consistency and remove any potential barriers to 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 are active and engaged learners at this setting. They enthusiastically explore using different instruments and giggle as they move and dance to music, developing their imaginations and physical skills. The childminder understands children's needs well. She regularly observes children as they play and identifies their individual next steps in learning.

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

Children have many opportunities to build their confidence and independence in age- appropriate ways. For example, she supports younger children to use their voices to make their needs known and encourages older children to consider the needs of others. All children make appropriate progress and develop the skills they need for future learning.

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

Children play cooperatively and develop a strong sense of belonging. For example, they help to build a wooden cot for a doll, waiting patiently to use tools, sharing resources and solving problems together. The childminder encourages children to share ideas of activities and shows that she values their opinions. Recently, children have been interested in building dens, choosing resources and deciding what games to play together.

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

The childminder welcomes families and carers into the setting and values their contributions. She regularly communicates with parents about their child's progress, and parents share information from home. This helps her to understand children's changing needs and provide a consistent approach for children.

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

Children demonstrate they feel safe and secure. They independently seek reassurance from the childminder when needed. The childminder promotes regular attendance and follows up if children do not arrive as expected. She supports children's individual needs sensitively, using gentle reminders with younger children and clear expectations with older children. As a result, children flourish and thrive in a nurturing environment.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Next steps

The childminder should strengthen her curriculum for communication and language and consistently model accurate vocabulary to fully support children's developing speech. The childminder should develop her self-evaluation to identify professional development priorities that further improve outcomes for children.

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About this inspection

The inspector spoke with the childminder, the parents and the 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.

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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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