Childminder

Childminder

Unique reference number (URN): EY421027 Registered with Ofsted: 13/01/2011 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 has high expectations of children's behaviour. She helps children to learn these through age-appropriate ways, suiting the individual needs of children. The childminder uses gentle reminders around tidying up, and children help independently. She implements consistent routines, and children know what happens next. For example, the childminder explains clearly when it is time to wash their hands, and children pull their sleeves up and go to the kitchen. The childminder acts as an excellent role model, encouraging manners and kindness. She is respectful in her approach and asks questions, such as, 'Can I play too?' or 'Can I show you?' This promotes a helpful, kind and caring environment for children to learn in. Children form caring and trusting relationships with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises and understands the behaviours of children and adjusts her interactions and routines to support this. For example, she gently lets children know what is happening next and encourages them to find their favourite toy to take with them. This provides a smoother transition for children. Parents and carers comment on how transitions are well supported for children, particularly for children who have recently started at the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works in partnership with parents to share tips in supporting children's learning and development at home. These include support around helping children with their emotions and turn-taking. The childminder ensures that she monitors attendance and follows up any non-notified absences. This helps to identify when families may need additional support and to keep children safe.

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Children's welfare and wellbeing Strong standard

The childminder places priority on ensuring that the environment for children is inclusive, safe and organised. She promotes children's emotional wellbeing. The childminder tailors children's individual needs to plan the routines of the day. For example, when children are feeling a little poorly, she ensures that they are not too overwhelmed and recognises that they may not eat as much as they normally do. Children's wellbeing is of the highest priority. The close monitoring and deep recognition of how children are feeling lead to further support for children's health and medical needs. The childminder supports children to begin to manage their own risks safely and discuss the importance of washing hands. Children show independence in their emerging self-care skills.

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Children's welfare and wellbeing Strong standard

The childminder helps children to learn about healthy lifestyles. She shares healthy eating expectations and nutritional guidance with parents, including how to cut foods that may cause choking. The childminder teaches children about oral hygiene through various activities and provides a basket of resources that children can explore freely. Children have access to outside daily, and the childminder recognises the importance of this on their physical and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children enjoy a story about a monster to help them understand their feelings. The childminder provides children with various props, including a mirror and different-coloured

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Expected standard

monsters. She begins to read the story and asks children to find the correct colour monster, repeating the emotions clearly. Children have fun finding the monsters and repeat the names of the emotions. The childminder encourages children to hold the mirror up and make the face of the emotion. For example, children confidently make an angry face and growl. This helps children to begin to recognise, express and regulate their feelings effectively at age-appropriate levels.

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Inclusion Strong standard

The childminder supports children's learning and development from the start. She builds supportive and trusting partnerships with parents and carers. The childminder gathers detailed information to inform children's starting points. She uses robust assessment to monitor each child meticulously. This ensures that any gaps or barriers to children's learning are identified quickly. The childminder has recently completed training that has supported her to further extend her knowledge on the graduated approach.

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Inclusion Strong standard

The childminder is extremely proactive in her approach to plan opportunities that provide additional support to children who need it. She dedicates her own time to research strategies that support children and families. The childminder implements robust support plans that contain age-appropriate targets and outcomes and shares these with parents. The childminder understands her role in making timely referrals to other professionals when seeking specialist support for children. Parents comment highly on the adaptations and support the childminder provides. For example, the childminder introduces a 'language tracker' to closely monitor children's speech and language development, which parents also contribute to. The childminder's early identification has led to children receiving the additional support they need swiftly.

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Inclusion Strong standard

The childminder works collaboratively with other settings children attend, ensuring that assessments, such as the progress check when children are aged between 2 and 3 years, are a combined effort. This provides a holistic overview of children's development that is shared with parents and health visitors. Consequently, all children, including those who face barriers to their learning and those with special educational needs and/or disabilities, make progress from their starting points.

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Achievement Expected standard

Typically, all children achieve well and develop skills they need for their next stage in learning. Children begin to confidently count up to 10 as they count the beads they have carefully threaded onto pipe cleaners. Children strengthen their hand muscles when exploring and manipulating dough, pushing, squeezing and rolling the dough. This helps them to develop their smaller physical skills. Children demonstrate a love for books and use short phrases when excitedly pointing and lifting the flaps saying 'wow look'. Children communicate well as they confidently choose the book they would like the childminder to read and snuggle in beside her, ready for a story. Children show they value and trust the childminder, as they confidently ask for help when they need it. They explore the inclusive environment and can access the toys and resources they require. Children play independently happily and also enjoy interactions with the childminder.

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Curriculum and teaching Expected standard

The childminder has created a well-sequenced curriculum that builds on children's learning through their interests, knowledge and skills. She prioritises forming attachments and building bonds with children and families when they first start. This supports children's personal, social and emotional development. The childminder adapts activities to incorporate the needs of all children, creating an inclusive curriculum that children, including those who face barriers to their learning and those with special educational needs and/or disabilities can access. Although self-evaluation is part of the childminder's practice, she has not reviewed the curriculum more consistently to further enhance the quality of the education for children.

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Curriculum and teaching Expected standard

The childminder ensures that she supports children's communication and language development well. Through daily interactions, singing and stories, children develop confident communication skills. For example, younger children show excitement when spotting a butterfly stamp and say, 'It is a butterfly.' The childminder provides an environment rich in language and uses her interactions well to introduce mathematical language related to size, shape and number. Children follow instructions well.

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Curriculum and teaching Expected standard

Children are supported to develop their problem-solving skills. The childminder asks questions to prompt children's thinking, such as working out which piece will fit in the track. Children pause and then proceed to find another one that will fit their train track. The childminder swiftly recognises when children begin to lose interest and moves them on to the next activity of their choice. This helps children to develop their focus.

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Leadership and governance Expected standard

The childminder is passionate about providing high-quality care and learning for children. She is committed to reviewing and enhancing her practice using self-evaluation and reflective practice. For example, parents receive questionnaires asking for their views and opinions on the provision and care. Although the childminder reflects on her practice, she would benefit from a more detailed and perceptive analysis of her setting's strengths and areas for development. This would enable her to put a more comprehensive plan in place to drive continuous improvement, raising the quality of the curriculum even higher.

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Leadership and governance Expected standard

The childminder is motivated and understands the importance of training. She recognises the impact this has on her own practice and children's learning. For example, she has recently completed her level 3 award in special educational needs and disabilities coordinator training. This has provided her with a more secure knowledge of the referral process when seeking additional support for children.

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Leadership and governance Expected standard

Parents and carers report highly on the childminder's bonds she has created with not only their children, but also with them. They deeply value her care, reassurance and support. Parents comment on the noticeable progress their children have made and the experiences they access to support their learning. The childminder celebrates special family occasions, such as birthdays, and offers support when families need it. The childminder works in partnerships with other professionals and makes her decisions based on the best interests of children.

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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 demonstrate they are happy, secure and stimulated in the childminder's homely and inclusive environment. Children enjoy their learning as they confidently explore the setting and activities on offer. They progress well across the areas of learning. The

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About this setting

Type: Childminder childminder implements a curriculum that caters for the needs of all children, including those who face barriers to their learning and those with special educational needs and/or disabilities. She shows genuine care and kindness towards children and knows them extremely well. Children engage in conversations with the childminder, building on their social interactions. Consequently, children feel safe and form secure attachments with the childminder.

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About this setting

Children benefit from the many opportunities to explore their community, gaining knowledge about the natural world. They enjoy visits to the museum, woodland spaces, the cathedral and more. Providing opportunities for children to be outside exploring is a focus for the childminder. The childminder uses these experiences to help widen children's knowledge about diversity and culture and to boost children's social experiences and confidence.

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About this setting

The childminder supports children to develop their independence through daily routines, including washing their hands and mealtimes. Children master these skills over a period of time, building on what they know and can do. For example, children open the folded stool, step up, wash and dry their hands, carefully hanging the towel back on the hook. Children develop fundamental skills that prepare them well for their next stage of development.

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Next steps

The childminder should embed a consistent approach to evaluation processes to continue to raise the quality of teaching and learning.

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About this inspection

The inspector spoke with the childminder and the children present 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. Registration date: 13/01/2011

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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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