Childminder

Childminder

Unique reference number (URN): EY489395 Registered with Ofsted: 29/04/2015 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 Strong standard

Children demonstrate a wide range of skills and knowledge. They are exceptionally well prepared for school. Young children confidently talk about past events and tell adults what they are doing. Children sing to themselves as they play. Older children ask each other questions and make comparisons about what they are eating. They retell stories using a wide range of storytelling language.

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Achievement Strong standard

Babies navigate the outside space confidently as they independently get on and off the slide. They feed themselves and drink from open cups. Young children carry jugs full of water to the table and build towers with increasing accuracy. Children's personal, social and emotional skills are highly developed. Young children hold babies' hands and help them on the climbing frame. They say, 'It's ok, I'm holding your hand.'

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Achievement Strong standard

Focused next steps and effective adaptations ensure that children with special educational needs and/or disabilities, and those who speak English as an additional language, make clear progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. The childminder consistently uses effective strategies to help children follow routines and boundaries. All children, including babies, pack away when they have finished with a particular toy before choosing a different one. Transitions and routines are securely embedded. Older children know what is expected of them and anticipate upcoming changes in the day.

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Behaviour, attitudes and establishing routines Strong standard

The childminder, her co-childminder and any assistants they work with create a calm and positive environment for children. They act as positive role models, consistently acknowledging children's feelings and respecting their choices. Older children use a 'peace mat' to learn how to resolve minor conflicts. Younger children are given simple phrases to use to help them share and take turns.

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Behaviour, attitudes and establishing routines Strong standard

Relationships with children are caring and nurturing. Children form close bonds with the childminder and go to her for help and cuddles. She responds positively and gives them the emotional support they need. This helps children feel valued.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of involvement and focus as they play. The childminder encourages them to persevere and finish tasks. Children show pride when they complete a puzzle and say, 'Ta-da. I did it.'

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Behaviour, attitudes and establishing routines Strong standard

The childminder works flexibly with parents to promote regular attendance and punctuality. This helps form good habits for school.

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Children's welfare and wellbeing Strong standard

Procedures to ensure children's safety and welfare are routinely and consistently followed. Care practices are responsive, respectful and tailored to each child's individual needs. Babies' eating and sleeping routines adapt as their needs change. The childminder sends regular newsletters to help parents with topics such as encouraging safe internet use, car seat safety and teeth cleaning.

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Children's welfare and wellbeing Strong standard

Children are taught about healthy eating. The childminder supports parents in providing balanced, nutritious lunch boxes. She sends suggestions for 'healthy swaps' to help parents manage their children's sugar intake, for example.

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Children's welfare and wellbeing Strong standard

Children's emotional welfare is supported consistently well. She teaches young children how to name their emotions and helps them understand how others are feeling. The childminder uses photos and adapts her language for children who speak English as an additional language or who have special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

The childminder supports children in developing good habits for caring for their physical health. She provides regular opportunities for children to use their bodies and be active. Children are encouraged to listen to their bodies to help them understand when they are hungry and thirsty. The childminder talks about having 'full tummies' to help children manage their portion size.

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Curriculum and teaching Strong standard

The childminder's curriculum is extremely ambitious. There is a clear focus on supporting all children to be confident, express themselves and show respect for others. She delivers this curriculum flexibly and makes effective adaptations to remove barriers for children. For example, she uses photos to ensure that children who have difficulty following instructions feel included in daily routines.

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Curriculum and teaching Strong standard

The childminder uses her robust assessments to ensure that her high-quality interactions are well targeted to enhance each child's learning. She uses every opportunity, including mealtimes, to help children learn and practise new skills and knowledge. Children are skilfully supported to become independent and engage in meaningful conversations about what they are eating. This promotes children's personal, social and emotional development. She also uses mealtimes to teach and embed children's mathematical knowledge. For example, children count how many cups and plates they need and match these to the correct number.

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Curriculum and teaching Strong standard

Children's communication and language development is prioritised. The childminder provides a language-rich environment. Children are immersed in new vocabulary and consistently engaged in back-and-forth interactions with the childminder and each other. This helps children become confident communicators.

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Curriculum and teaching Strong standard

The childminder provides daily opportunities for children to develop their balance, coordination and spatial awareness. For instance, babies and young children use slides, use paintbrushes to paint the fence and push themselves along in ride-on toys.

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Inclusion Strong standard

Assessment and monitoring procedures are thorough. Gaps in children's learning are identified quickly. The childminder uses her assessments to skilfully adapt her teaching and/or uses additional resources to focus on these gaps. She works closely with professionals when children with special educational needs and/or disabilities (SEND) start. This makes the transition as seamless as possible.

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Inclusion Strong standard

The childminder prioritises her training to continually extend her understanding and knowledge of SEND. She uses specific strategies gained from speech and language training to help children begin to use language to express themselves. The childminder uses her secure understanding of local systems to seek additional advice and funding. She understands the importance of working closely with parents. She signposts parents to where they can access additional support to help their children at home.

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Inclusion Strong standard

Children who speak English as an additional language make good progress. The childminder works closely with parents to understand some key words children use at home. She uses this to help children settle and communicate their needs and wants. This inclusive approach, alongside the childminder's high expectations of children, enables all children to make progress.

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Inclusion Strong standard

Additional funding is targeted and used effectively to reduce barriers to learning for children. The childminder uses additional funding to provide children with a wide range of real-life experiences, including visits to the library. These opportunities widen children's knowledge and helps them feel part of their local community.

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Leadership and governance Strong standard

The childminder has a secure understanding of her local community. She works closely with her co-childminder to ensure that her policies and procedures are regularly reviewed to meet the changing needs of the children and families who attend. Regular communication with parents helps her swiftly adapt her teaching and routines when children's circumstances change. She understands the importance of supporting parents with their children's sleeping, eating and emotional wellbeing.

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Leadership and governance Strong standard

The childminder has high expectations of herself. She targets her training and professional development to make the greatest difference to children. Recent music training has helped the childminder implement new strategies and resources, such as 'talking buttons', to support children who speak English as an additional language. She follows local procedures to access support and funding in a timely manner to help children with special educational needs and/or disabilities. The childminder, co-childminder and any assistants they work with are an effective team. They support each other and manage their workload well through regular and supportive supervision sessions.

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Leadership and governance Strong standard

Relationships with other professionals, nurseries and schools are well established. The childminder shares necessary information with others to support children who attend more than one setting. Transitions to school are carefully planned to ensure that children move on to school smoothly.

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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 with this warm and friendly childminder and her co-childminder. She provides a thoughtfully designed environment to enable all children, including those with special educational needs and/or disabilities, to learn and practise the wide range of skills and knowledge they need for school and beyond. Her inclusive curriculum is carefully planned and expertly delivered. Children continually immerse themselves in highly motivating learning opportunities. They show high levels of focus and enjoyment. Babies confidently

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Inspector:

explore and choose toys that motivate and interest them. Younger children laugh as they build towers of blocks together with their friends. Older children enthusiastically act out the story of 'The Three Little Pigs'. They take turns playing the role of the wolf.

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Inspector:

The childminder consistently engages with children and extends their learning. Her high- quality interactions and responsive and nurturing approach help children feel safe and secure. Children quickly form secure bonds with all adults. Babies arrive full of smiles and separate well from their parents. Younger children love involving the childminder in their play. Older children proudly share their achievements with the childminder.

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Inspector:

Children of all ages understand what is expected of them. They follow clearly embedded routines for eating, tidying and getting ready to go outside. Children play cooperatively and share with each other. Their behaviour is exemplary. They show care and respect for the childminder and each other. For instance, young children recognise when the water jug is empty. They independently refill it, carry it to the table and pour water for their friends.

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Inspector:

Partnerships with parents are extremely warm and positive. Parents talk about the excellent communication they have with the childminder about their children's care, learning and progress. They appreciate the individual support they receive when challenges or changes arise at home. These warm relationships help the childminder to tailor each child's care routines to meet their needs. The childminder understands the importance of attendance and promotes this with parents.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her co-childminder and assistant, 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. Mikaela Jauncey

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:00

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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

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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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