Childminder

Childminder

Unique reference number (URN): 322029 Registered with Ofsted: 30/11/1993 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

All children, including children with barriers to learning, make positive progress in all areas of their development. Children learn to take turns and share. They demonstrate independence as they learn self-care skills. They are well prepared for the transition to school and have the skills that they need to thrive.

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Achievement Expected standard

Children use a wide range of language. As they play and use their imagination, they describe objects. They say that there are trees in the jungle. They talk about how cows make milk. They describe objects such as grass and chairs, speaking confidently. They speak in full sentences saying that they are going to put the antlers on the reindeer.

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Achievement Expected standard

Children typically remember past learning and talk confidently about what they have learned. They recall how on a recent walk they learned that red traffic lights mean stop.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to understand what is expected of them. She encourages them to tidy up their toys before they move on to something else. She promotes further positive behaviour. As children help to fill a water tray with jugs, she praises them for being helpful and taking turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops a culture of respect. Children listen attentively to her and each other. They develop relationships that encourage collaborative play. The childminder encourages and praises children for being kind to each other.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages attendance at the setting so that all children benefit from regular sessions where they can build on their skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands children's level of development. She considers children's backgrounds and how individual circumstances may impact their behaviour. She ensures that she tailors learning so that all children learn what is expected of them and are sensitively supported to develop positive attitudes.

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Children's welfare and wellbeing Expected standard

Children are happy and engaged in the opportunities that are provided for them. They have a positive relationship with the childminder. They listen to her and are calm and relaxed in her care. They feel safe as the childminder promotes their health through mealtimes and ensures their needs are met.

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Children's welfare and wellbeing Expected standard

The childminder promotes handwashing and hygiene when children wipe their noses. She ensures that children understand why handwashing is important. She recalls trips where children learn about keeping safe near roads, which helps to embed children's knowledge. These opportunities for children to be out in the fresh air help them to develop their physical wellbeing and an understanding of the importance of this. The childminder uses opportunities during children's imaginative play to help them to understand feelings and emotions. Children engage in imaginative play, taking on the voices of characters. They say that they are having breakfast and talk about feelings of the characters. The childminder positions herself on the children's level and further introduces concepts of sharing and feelings as she engages in the play.

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Curriculum and teaching Expected standard

The childminder knows the children well and adapts her curriculum to meet their needs. This includes those children with any barriers to learning. She regularly monitors the effectiveness of her curriculum so that she can improve the opportunities available to children.

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Curriculum and teaching Expected standard

The childminder provides many opportunities for children to develop the muscles needed for early writing. She provides increasingly challenging construction materials for children to put together and pull apart. The childminder encourages counting as children play. They learn about shape and measure. They talk about fast and slow, and they match numbers to the corresponding number of objects. The childminder introduces positional language. She supports children to learn a wide range of mathematical concepts.

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Curriculum and teaching Expected standard

The childminder consistently engages with children. They engage in back-and-forth conversations about their interests and recall past learning and experiences. The childminder asks them about snow and whether they think it is cold or warm. Children say 'cold' and she helps them to learn about appropriate clothing for different types of weather. The childminder shares the story 'The Toad in the Road'. This is linked to a recent activity where children have been learning about roads and vehicles. She engages the children by asking questions and getting them to look for the characters and objects. She expands on the story to keep children interested. She helps children to develop a love of books and stories.

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Curriculum and teaching Expected standard

The childminder provides interesting activities that help children to explore concepts. For example, they explore with pumps to make water travel down a ramp. The childminder asks questions such as, 'What do you think might happen next?' However, she does not consistently build on this to deepen children's understanding of different concepts.

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Inclusion Expected standard

The childminder supports children's individual needs to reduce any barriers to learning that children may face. Children make progress in their personal, social and emotional development. This is carefully monitored so that the childminder can plan further learning. Partnership with parents strengthens this so that all children make progress from their starting points.

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Inclusion Expected standard

The childminder attends local support groups and training opportunities that help her to strengthen the offer for children with special educational needs and/or disabilities (SEND). The childminder works with parents and other agencies so that children are fully supported in all aspects of their development. She recognises barriers to learning that can impact on children's overall development. The childminder uses funding to purchase resources that are linked to the greatest area of need for children. For example, she has developed her knowledge of how to support children with language and communication difficulties. She has purchased resources to enable her to provide more targeted support.

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Inclusion Expected standard

The childminder engages with the local authority to support her practice and ensure that she can make timely referrals for support when needed. Further links with those who can support children with SEND would strengthen her knowledge so that she can widen her expertise to support all children.

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Leadership and governance Expected standard

The childminder accesses training and development opportunities that are thoughtfully linked to supporting children's needs. For example, training supports children's smooth transition into school. Further training strengthens her skills in supporting children's communication and language development. In particular, children who require additional support make additional progress as the childminder develops her own skills to support them.

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Leadership and governance Expected standard

The childminder is committed to self-reflection and making improvements. She gathers feedback from parents and reflects on what she could improve. For example, she has provided an area where children can independently and safely wash their hands. This was an area that she identified to further support children to be ready for school. In addition, she has used this reflection to enhance her partnerships with parents. She has developed home learning opportunities and improved communication with parents. For example, she now sends books and stories home for parents and children to read together.

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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 welcomed and made to feel safe by the childminder. She knows children well, and positive partnerships with parents further help her to plan next steps in children's learning. She finds out information about children when they first start so that she understands their needs. In particular, children who face barriers to learning are well supported to gain experiences and knowledge that prepare them for their next stage of learning. Effective information-sharing with other settings that children attend supports their overall development and enables smooth transitions into school.

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

The childminder designs her curriculum based on children's needs and what they already know and can do. She provides learning experiences that help children to gain valuable skills. For example, she focuses on developing independence and supporting children to foster positive relationships with each other. Children who have barriers to learning make progress alongside their peers. The childminder considers children's interests and values children's individuality. She tailors her curriculum to ensure that all children engage and enjoy their learning. For example, children show a particular interest in vehicles and roads. The childminder arranges activities that pique children's interest. She uses this to help children to learn about number and positional language as well as to play alongside each other.

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

The childminder promotes the importance of children attending their sessions. Children generally attend regularly, and the childminder has processes in place to continue encouraging regular attendance.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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 consider how she can even further extend children's knowledge during interactions that deepen children's understanding. The childminder should further develop her knowledge of the roles of other professionals to widen her knowledge of services available for all children.

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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.

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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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