Childminder

Childminder

Unique reference number (URN): EY545397 Registered with Ofsted: 01/12/2017 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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Behaviour, attitudes and establishing routines Strong standard

The childminder implements clear expectations for children's behaviour. She is inclusive and considers children's different age and stage of development effectively. The childminder is an excellent role model for positive behaviour and supports assistants to mirror this too. She uses opportunities to talk to children about how some children have different levels of understanding and how rules and expectations might be provided differently to those who are younger. Through this, children learn to play harmoniously and collaboratively with one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses interactions to teach children about their emotions. For example, she uses stories and conversations to build children's awareness and resilience when big feelings arise. This means that children have a positive understanding of how to regulate their emotions in different circumstances, for instance when managing disagreements with their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a robust approach to managing children's attendance. She works with parents to promote regular attendance and punctuality to support them to understand the importance of building secure routines for children. She recognises that families may face barriers to attendance and values their individual circumstances through her approach. As a result, parents have a shared understanding and stay in regular contact with the childminder about any changes that may affect their attendance.

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Achievement Expected standard

Children develop a range of skills that prepare them for the next stages of their education, such as school. They are kind and caring, with a clear understanding of the needs of different children around them.

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Achievement Expected standard

Children become confident communicators and use a range of vocabulary that reflects the breadth of their experiences. For example, children describe the 'pincers' on 'earwigs' as they reflect on previous learning.

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Achievement Expected standard

Older children demonstrate a growing understanding of mathematical concepts. For example, children confidently identify different shapes and begin to describe the different properties of each one, such as a square having four sides.

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Achievement Expected standard

Children's understanding of personal safety is developing. They are beginning to learn about being safe around roads, for example, when they go out for a walk. Overall, children develop independence and are confident to manage some hygiene routines for themselves.

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Children's welfare and wellbeing Expected standard

The childminder places high priority on children's emotional wellbeing with a focus on meeting their individual needs. Care routines, such as nappy changes, are carried out with the highest level of respect and sensitivity. The childminder builds close and meaningful relationships with children. They seek her out for reassurance and invite her into their imaginative games.

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Children's welfare and wellbeing Expected standard

The childminder increases children's physical skills. She provides children with activities to help them build important skills, such as balance and coordination. The childminder initiates games in the garden, such as kicking and throwing balls together. Children also explore their skills independently as they learn to climb, jump and slide around the different equipment.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise their own emotions. She does this through conversations and stories to help children understand and value how they are feeling and their emotional responses.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about personal safety, such as being sensible near roads when they go out on trips. She also begins to teach children about healthy lifestyles. However, these interactions are not yet consistently embedded throughout the daily routine to help children make healthy choices about food, rest, exercise and screen time for themselves.

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Curriculum and teaching Expected standard

The childminder has developed an effective curriculum that she adapts carefully for children's different stages of learning, including those with special educational needs and/or disabilities. She uses ongoing assessment to establish what children know and can do. There is a clear focus on developing children's communication skills. For example, babies are given plenty of opportunities to practise new words and sounds.

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Curriculum and teaching Expected standard

The childminder ensures that mathematics is taught explicitly. For example, she introduces numbers frequently during play and uses a range of games to support children to learn about shapes and counting. The childminder skilfully adapts her interactions to ensure all children benefit from teaching that supports them to achieve their next step in learning. For example, she supports older children to recognise numbers to 10 and helps young children as they count carefully to 3.

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Curriculum and teaching Expected standard

The childminder's curriculum typically covers areas of learning well and supports children to make continued progress. However, the childminder's intent for the curriculum in expressive arts and design is not yet as secure. For example, it is not as consistently well sequenced or clear what skills she wants children to learn. This means that age-appropriate learning opportunities that allow children to build and develop skills in this area are not consistently implemented. Despite this, children do enjoy creative activities regularly, such as drawing and constructing with play dough.

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Inclusion Expected standard

The childminder has developed an inclusive curriculum. She recognises how to assess children's needs when they first start with her. Where children have special educational needs and/or disabilities (SEND), the childminder works closely with parents to consider what children's progress looks like at home and how collaborative plans can support them further. The childminder also discusses how she plans to work closely with other professionals involved with children's care to implement strategies effectively.

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Inclusion Expected standard

The childminder recognises how to use additional funding appropriately. For example, where funding supports disadvantage children, she identifies any gaps in learning and adapts provision to enhance their experiences.

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Inclusion Expected standard

The childminder has completed some previous training on supporting children with SEND. However, she has not yet specifically targeted professional development to strengthen her knowledge of using a graduated approach so that she can consistently apply, plan, do and review processes.

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Leadership and governance Expected standard

The childminder is skilful in her practice and knowledgeable about her approach to children's education. She uses parents' feedback and discussions with other professionals to help her to reflect on her provision. This reflection is often effective and supports her to make changes based on the specific needs of the children in attendance. However, it does not consistently inform targeted professional development,.

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Leadership and governance Expected standard

The childminder recognises the importance of working collaboratively with others, such as professionals involved in children's care and education. This ensures that children benefit from a joined-up approach, for example, where children have speech and language therapists working with them.

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Leadership and governance Expected standard

The childminder builds partnerships with parents so that they are continually involved with children's future learning. She provides parents with regular updates about their child's education and activities throughout the day.

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Leadership and governance Expected standard

The childminder considers the workload for herself and assistants carefully, making sure that their wellbeing is prioritised and tasks are not overly burdensome.

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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 feel safe and settled. They play happily with their friends and are welcomed warmly on arrival. They show strong bonds with the childminder as they excitedly get different board games to play together. Children demonstrate secure listening and attention skills and engage positively with peers and adults.

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

Children attend regularly and punctually. The childminder promotes this with parents through a clear attendance policy. She supports families with different circumstances to overcome

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About this setting

any barriers to attendance they may face. This supports children to establish consistent routines as a foundation for future learning.

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About this setting

The childminder recognises how to provide an inclusive setting for all children. She has generally has a good understanding of supporting children with special educational needs and/or disabilities. The childminder knows how to assess children's learning effectively and put plans in place to reduce any gaps in their learning. This means children are regularly supported to make progress from their starting points.

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About this setting

Children benefit from a range of enriching experiences with the childminder. They go out on trips to local canal routes and nature reserves as they learn about specific topics, such as birds and wildlife. The childminder uses trips to the library to enhance children's understanding of their community and the people who work within it. Children build a secure knowledge of the world around them.

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Next steps

The childminder should further strengthen the intent of the expressive arts and design curriculum so that all children consistently receive purposeful and well-sequenced teaching to support this area of learning. The childminder should precisely target their professional development to strengthen their knowledge of taking a graduated approach and supporting children with special educational needs and/or disabilities. The childminder should further enrich routines so that children benefit from consistent interactions that support them to make healthy lifestyle decisions for themselves.

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About this inspection

The inspector spoke to the childminder, assistants and children.

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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. Unique reference number (URN): EY545397

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About this inspection

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