Childminder

Childminder

Unique reference number (URN): EY385984 Registered with Ofsted: 23/06/2009 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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Inclusion Strong standard

Support for children with special educational needs and/or disabilities (SEND) is a priority. The childminder works extremely well in partnership with parents and carers and other professionals to implement successful interventions. For example, she uses art to support children's emotional wellbeing, giving children ample time to express themselves. The childminder has consistently high expectations for all children's learning, including for those with SEND. She takes appropriate action to reduce barriers to learning for these children. For instance, she adjusts her routines for children who may need extra time following their day at school. The childminder makes regular, sharply focused assessments of children's learning and development. She takes prompt action to ensure all children receive targeted support for any identified learning needs. This ensures children make consistent progress in relation to their starting points. The childminder works closely with other professionals

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Inclusion Strong standard

involved in children's care and has an in-depth knowledge and understanding of how to support children with SEND. This ensures all children make the best possible progress. She promptly seeks advice when she has concerns and makes swift referrals for specialist support when necessary. The childminder spends additional funding thoughtfully to support children's needs. For example, she has purchased a trampoline with children with barriers to their learning in mind. This supports them to be physically active and have space to self- regulate.

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Achievement Expected standard

Overall, children make appropriate progress in all areas of development. However, this is not always as a result of the childminder's curriculum and teaching. The childminder actively promotes children's communication and language development by engaging them in conversations and narrating their play. The childminder works collaboratively with other professionals to support children with special educational needs and/or disabilities, which helps them to achieve from their starting points. She works in partnership with parents and carers to implement strategies to help children make progress. Parents say they are grateful for all her support. Children develop the essential skills they need for school. The childminder encourages children's independence. Children put on their own shoes, manage simple self-care tasks and dress themselves in outdoor clothing.

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Behaviour, attitudes and establishing routines Expected standard

Children have warm and trusting relationships with the childminder. She gets to know them well from the very start, giving time and attention to settling them into her care at their own pace. The childminder considers the wide age range of the children in her care when setting boundaries and expectations of behaviour. Children of all ages help to prepare meals and tidy away resources. The childminder praises children's positive behaviour. She encourages children to share and take turns. Children of all ages get on well and enjoy each other's

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Needs attention

company. For example, older children enjoy being responsible as they eagerly listen to younger children read. Children behave well. The childminder sets clear expectations, models good manners and promotes turn-taking. She values children's views, plans activities based on their interests and engages them in meaningful conversations. The childminder has strong relationships with families, which helps children to feel secure and confident. She monitors children's attendance, is flexible and supports families to make sure children can attend regularly.

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Children's welfare and wellbeing Expected standard

Children benefit from close relationships with the childminder to help them feel safe and secure. They are settled and happy in her care. The childminder knows the children well, which helps her adapt her care and behaviour management for all children. She helps children to name and manage their emotions, giving them the skills to self-regulate. When children feel frustrated, the childminder gives them appropriate time to calm down before talking them through their feelings. Children enjoy their time with the childminder, and she ensures they socialise and play with others regularly. For example, she meets with other parents and carers and other childminders at soft-play centres and nature parks. Children have plenty of opportunities to play outside, which helps foster their keen interest in nature. They enjoy being physically active, and the childminder provides a range of healthy and nutritious meals. The childminder has effective hygiene practices, which she teaches to

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Children's welfare and wellbeing Expected standard

children. For instance, children know to wash their hands before baking. The childminder is sensitive when dealing with children's care needs. Children know the daily routines, and this helps them to feel secure in knowing what is coming next. For example, children know that after lunch it is nap time. The childminder helps children to stay safe by involving them in carrying out safety checks.

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Curriculum and teaching Needs attention

The childminder does not regularly reflect on her curriculum to ensure it is designed to target children of different ages and abilities.

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Curriculum and teaching Needs attention

Children are engaged in their play, and the childminder extends their learning. For example, she helps them to find minibeasts in the garden, and children delight in hunting to find them. Children's early communication and language skills are supported by the childminder. She adapts her communication techniques for children at different stages of their learning. She provides access to books and reads to children regularly, fostering their love of stories. Children have opportunities to be physically active while developing their small and large muscles. They skilfully make towers using blocks and enjoy playing football in the garden. Children develop an understanding of mathematical concepts. For example, the childminder supports them to understand simple addition. Children enjoy regular outings in the local community that help them to learn about the world around them. They gain valuable social skills when they attend toddler groups and soft-play centres. This supports children to learn

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Curriculum and teaching Needs attention

important life skills and how to socialise with others. The childminder supports older children to complete homework and listens to them read, supporting their ongoing progress throughout their education.

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Leadership and governance Needs attention

The childminder has a broad awareness of her strengths. She has completed all required training. However, the childminder does not accurately identify areas for improvement, which leads to gaps in her knowledge and understanding.

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Leadership and governance Needs attention

The childminder makes appropriate referrals to help children with special educational needs and/or disabilities receive swift support. She works closely with parents and carers, and, together, they apply agreed strategies to support their children. Flexible settling-in processes ensure children and their families form good relationships with the childminder from the very start. Children are well prepared for their move on to school as the childminder helps children to become ready for the next stage in their learning. She forms relationships with teaching staff to ensure effective information-sharing.

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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

The childminder knows and supports children and their families well. She promotes their sense of belonging through warm interactions to help children have fun while learning. The childminder provides children with special educational needs and/or disabilities with sensitivity and space to regulate their emotions. She plans routines that promote children's sense of security. Children are confident in knowing what comes next and independently prepare for the next part of their day. For instance, children know the routine following lunch and happily get ready for their nap.

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

The childminder plans a diverse curriculum that considers children's interests. For example, she knows that children enjoy playing and learning outdoors and ensures they have plenty of opportunities to visit the local community. The childminder offers a range of activities that engage children's interest and help them to play happily together. Children show concentration during activities. For example, they persevere when building structures with bricks. The childminder promotes literacy skills well, and children develop a love of books. The childminder successfully weaves mathematical language and concepts into children's play and daily routines. She promotes consistent attendance and follows up any absences.

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

The childminder has ambitions to develop the curriculum and teaching to a higher standard. However, she has not yet accurately identified specific actions to bring about these improvements. She is experienced in the role, although her programme of professional development is not well targeted to improve practice to a higher level. Parents' and carers' feedback is very positive. They are happy with the way the childminder looks after their children. They state the childminder's house 'feels relaxed and safe'. All children make appropriate progress from their starting points and benefit from tailored learning that takes account of their individual needs.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the childminder 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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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. 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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