Childminder

Childminder

Unique reference number (URN): EY468061 Registered with Ofsted: 25/10/2013 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 is an extremely positive role model and supports children to behave well. She is patient and calm and manages any brief moments of dysregulation shown by children incredibly well. All children fully understand and independently follow the rules. For example, even the youngest children wipe their nose and then wash their hands with no prompts.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children exceptionally well, and this is evident when she skilfully redirects children's learning to an activity that she knows will engage their attention more productively. The childminder's highly impactful teaching of routines and behaviour supports children to have a positive attitude towards their learning and each other.

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Behaviour, attitudes and establishing routines Strong standard

Children play very well together and enjoy each others' company. There is a highly positive relationship between children and the childminder. For example, children fondly tell her, 'We are friends.'

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Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors children's attendance and follows up any unexplained or unplanned absences. This helps her to swiftly identify any potential patterns of attendance that may require additional support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is proactive in ensuring that children respect each other despite any differences or similarities. Therefore, diversity and inclusion are prioritised. She teaches children about other religious beliefs, festivals and family dynamics.

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Children's welfare and wellbeing Strong standard

Children are very happy, settled and confident. The childminder has successfully created a safe and welcoming environment that is clearly a joy to learn in. Children remain engaged in all well-thought-out activities and enjoy their individualised learning experiences. Children explore freeing items from blocks of ice with tools. They are keen to talk about how to free the items and the process of melting. Children come back to learning after breaks in play, such as lunch, and are extremely excited to see the ice has started to melt further.

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Children's welfare and wellbeing Strong standard

The childminder has developed highly effective relationships with children, and this supports children to feel safe and secure. Children are supported to recognise, express and manage their emotions in effective and appropriate ways. The childminder plans and provides learning experiences that she knows children will enjoy, such as science experiments. All children fully understand and know the routines and are independent in managing their own needs. The childminder teaches children about the impact of screen time and the importance of good oral health practices well. This includes sharing screen time information with parents and all children brush their teeth after lunchtime. The childminder follows guidelines of not using too much toothpaste and focuses on the toothbrushing being the key skill being learned.

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Inclusion Strong standard

The childminder swiftly identifies the needs of all individual children, including those who require additional support. The childminder rigorously assesses and monitors children's progress and ensures that she meets children's individual needs. The childminder makes effective adaptations to support all children. For example, she skilfully adapts activities to ensure that all children get the most out of their potential learning. This is demonstrated in her individual approach to children and her calm and reassuring responses and interactions to children who require additional reassurance and support.

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Inclusion Strong standard

The childminder attends regular training that she feels beneficial to practice and the children who attend. For instance, she has developed her knowledge on how to support children to develop their physical wellbeing further.

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Inclusion Strong standard

The childminder has established strong links and shares ideas and strategies with families. This includes sharing helpful techniques to help children regulate their emotions safely and appropriately. The childminder makes a substantial difference to the opportunities and experiences of children who face barriers to their wellbeing.

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Achievement Expected standard

All children make progress in relation to their starting points. Children develop skills to support their future learning and help prepare them for their eventual move to school. For instance, children are confident to communicate their needs, and they listen to each other intently. Children use a wide range of language, such as talking about transporting when engaging in an activity moving items with tweezers.

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Achievement Expected standard

Children show kindness and care to each other in mature ways. For example, children help each other complete tasks and give their friends time to regulate their feelings before asking them to join back in their play. The childminder is dedicated to support children and build on her own knowledge and skills. This includes specific training to support children and their development. However, children's communication and language skills are not yet as developed as they could be. They are not yet achieving the breadth and depth across all areas of learning.

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Curriculum and teaching Expected standard

The childminder has worked hard to ensure that she implements an effective curriculum that covers all areas of learning effectively. Overall, the childminder has a clear knowledge of what she would like children to learn, and children remain engaged in the enjoyable learning experiences. However, at times, the childminder does not build on children's spontaneous play ideas as strongly as her planned activities. This is demonstrated when children show a keen interest in a spider, and although the childminder acknowledges the spider, she does not extend on the potential learning further. The childminder implements concise plans to identify children's next steps and intent for their learning. Children enjoy their experiences and are very happy and settled, and the childminder knows them well.

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Curriculum and teaching Expected standard

Overall, the childminder supports all children to develop their communication skills well. For example, there are consistently high-quality interactions and an introduction of new words as they play. Children enjoy a wide range of stories and singing. However, at times, the childminder does not reinforce the correct pronunciation of words that are at times mispronounced to build on children's developing communication skills.

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Curriculum and teaching Expected standard

The childminder supports all children effectively to develop skills to support their future learning. For example, children follow instructions with confidence and independence. The childminder supports children to develop their mathematical skills. This includes counting and discussing quantity as they explore during water play.

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Curriculum and teaching Expected standard

Children have a variety of opportunities to build on their physical abilities. For example, children climb and balance on safe and appropriate equipment and negotiate space as they play harmoniously together.

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Leadership and governance Expected standard

The childminder is evaluative. She identifies areas she wishes to develop and celebrates the changes she has made, such as using effective ways to engage parents in their children's learning. However, the childminder's self-evaluation does not yet precisely identify all areas where her practice could be strengthened, such as consistently extending children's spontaneous play ideas and reinforcing correct pronunciation of words. The childminder regularly shares activity ideas and resources with parents and provides them tips and ideas to support children's learning at home. Parents speak highly of the childminder and praise her nurturing and supportive manner.

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Leadership and governance Expected standard

The childminder has a clear understanding of safer recruitment and how she supports her assistant to provide a consistent approach to children's care and learning. For example, they observe each other teach and share helpful feedback and have one-to-one discussions to highlight strengths and any potential training needs. The childminder reflects on all her findings and uses all constructive feedback to support her future practice.

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Leadership and governance Expected standard

The childminder closely monitors any health and safety related documents, such as any minor accidents. The childminder understands how to swiftly and safely manage any accidents and injuries that may occur. The childminder has thorough risk assessments in place, and children learn how to keep themselves safe. For example, children learn about the rules of how to cross the road safely on regular trips and outings.

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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 very happy and settled in the safe and welcoming home. Children of all ages and abilities are confident and respond positively to the calm approach the childminder has. Overall, she is skilful in adapting to the children's interests. For example, during ice play, children laugh uncontrollably when spraying themselves in their face with water instead of spraying the ice. The childminder embraces the children's choice of play and encourages the fun and engages them in discussions about how it feels.

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About this setting

The childminder knows each child's individual personalities and celebrates what makes them unique. This helps her ensure that she plans activities and experiences that she knows will engage children and motivate them to learn. For instance, when children enjoy singing and music, they listen to the rhythm of the childminder playing a piano and cello and learn how to play some musical notes themselves on the instruments.

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About this setting

Children of all ages and abilities make progress in relation to their starting points and develop new skills to support their future learning. This includes using very effective ways to communicate and manage their feelings and emotions with confidence. Children are highly mindful of each other's feelings and respect each other's ideas and occasional need for their own space.

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About this setting

The childminder is highly reflective and adapts activities and experiences to ensure that all children achieve and get the most out of their learning. For example, when children engage in an activity moving items with tweezers, the childminder discusses and explores the different ways they can fill and empty containers as an alternative. The childminder ensures that all children can achieve the goal of transporting items. The childminder has a high expectation of all children, and this includes having a high expectation of their behaviour. All children behave incredibly well and play harmoniously together. They show each other kindness and empathy and remind each other of the rules, such as using kind words.

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Next steps

The childminder should ensure that she swiftly reinforces the correct pronunciation of words to build on children's developing communication skills even further. The childminder should extend on children's spontaneous play ideas more consistently to extend their learning opportunities even further.

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About this inspection

The inspector spoke with childminder 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. Unique reference number (URN): EY468061

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About this inspection

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