Childminder

Childminder

Unique reference number (URN): EY320661 Registered with Ofsted: 13/02/2006 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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Children's welfare and wellbeing Strong standard

The childminder has extremely positive and warm relationships with families and their children. Supporting children's emotional health is a clear priority for the childminder. She understands the individual needs of all children extremely well. She is highly considerate of routines to support children's health and welfare. Healthy habits are constantly promoted and shared with parents. The childminder provides a wide range of delicious and extremely nutritious meals and snacks. She caters for alternative diets and considers eating times. This helps her to accommodate children's preferences and emotional needs, for example when children need an alternative approach or adapted support during mealtimes.

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Children's welfare and wellbeing Strong standard

Children are strongly encouraged to express their thoughts and feelings. The childminder reads familiar stories to children that discuss emotions. Young children identify colours with emotions, such as green and pink with 'calm' and 'loved'. The childminder supports children's independence very well. Older children manage their own personal care, such as recognising when they need to go to the toilet and handwashing afterwards. Younger children learn how to blow their own nose, using mirrors to guide them. As a result, children gain independence skills they need to be ready for school.

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Children's welfare and wellbeing Strong standard

The childminder adopts a very tactile approach with children. She is warm, loving and shows kindness and patience at all times. This nurturing approach very successfully strengthens children's emotional resilience.

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Inclusion Strong standard

The childminder tracks children's progress and constantly observes them. This enables her to highlight gaps in children's learning and seek the help of professionals if needed. Her teaching is focused and provides additional support for children with special educational needs and/or disabilities. She has a very clear understanding of the barriers that some children may face in their learning and ensures that these are addressed promptly. Parents feedback positively about the very high level of care and education that the childminder gives to their children. They highlight the extremely effective impact that the childminder's teaching and care have on their children, especially for those who have moved on to school or a specialist provision.

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Inclusion Strong standard

The childminder values children's opinions and listens to what they have to say. She makes reasonable adjustments and is consistently thoughtful when responding to children's individual needs. For example, the childminder finds ways to accommodate and include those children who find routines, such as mealtimes, overwhelming. This allows children to explore new foods in an environment in which they feel secure, comfortable and increasingly confident.

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Inclusion Strong standard

The childminder routinely engages with other professionals, such as speech and language therapists. She recognises the benefits of a collaborative approach. She engages with teachers and other childminders, which allows her to share good practice and enhance her already strong knowledge.

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Achievement Expected standard

Children make effective progress through the curriculum. They are developing well in their communication and language skills. Children have plenty of opportunity to become confident in their talking and as they ask questions. They have time to process what has been said and to respond.

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Achievement Expected standard

Older children demonstrate their pride as they attempt to write their name on artwork. They smile broadly when the childminder praises them for trying so hard. Younger children show their excitement when they successfully put on a coat, an activity that has been tricky on past attempts.

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Achievement Expected standard

Children are motivated and independent learners. They confidently ask questions and are curious in their play. For example, children build on their knowledge when they develop an understanding of cause and effect as they learn how to release pressure to lessen the flow of water on a hose pipe. Children are delighted when they successfully manage to do this for themselves.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children and has clear boundaries in place. Children learn that it is important to take turns and share toys and resources. They develop an understanding that not all things belong to them. Children demonstrate that they understand these expectations. This helps them to play alongside each other in a calm and respectful manner. They are given small responsibilities, such as tidying away toys and cutting up food at snack time. The childminder fully considers children's age and stage of development when setting expectations. As a result, all children develop positive behaviours in an age-appropriate way and begin to understand the effect that their behaviour can have on others.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well. They understand the boundaries and routines. The childminder uses praise to reward children for positive learning behaviours. Parents appreciate the childminder's high standards that positively influence their children, such as treating others with kindness and respect.

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Behaviour, attitudes and establishing routines Expected standard

The childminder closely monitors children's attendance and provides parents with information on why this is important for children's future outcomes. Any unexplained absence is followed up immediately, in line with the childminder's policies.

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Curriculum and teaching Expected standard

The childminder includes children's natural interests when planning her curriculum. She assesses children's ongoing progress. This helps her to identify areas where her curriculum might need adjusting to accommodate children's age and stage of development. As a result, children make progress in all areas of learning. The childminder's curriculum is broad and balanced. Generally, children are stimulated and excited in their learning. However, there are occasions when the childminder's learning intention is generalised rather than specific. This means that, sometimes, children's learning is more incidental than it is purposeful.

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Curriculum and teaching Expected standard

The childminder supports children in their emerging vocabulary by introducing new words. She models language clearly and sensitively corrects children to help them with clarity in speaking. The childminder weaves mathematics into children's daily play and routines. For example, she introduces concepts such as capacity and volume as children transport water in small containers.

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Curriculum and teaching Expected standard

Children have ample opportunity to practise both their social and physical skills as they meet with other children on a rich variety of trips and outings. Children's positive emotional health is at the heart of the childminder's curriculum. She fully understands the important link between children's positive view of themselves and their future outcomes. Consequently, children have high self-esteem and are developing a resilient attitude in their learning.

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Leadership and governance Expected standard

The childminder prides herself on her commitment to local families and children, including children with special educational needs and/or disabilities. She forges professional links with parents and effectively communicates with them, involving them in their children's learning. Parents feedback that they are given regular feedback and are included in their children's future goals. This shows a positive attitude for continuity of care between home and the setting and helps to remove any barriers to learning. The childminder updates her policies and procedures regularly and shares these with parents. They feel that their children are welcomed and valued as individuals.

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Leadership and governance Expected standard

The childminder keeps up to date with any changes and updates to statutory guidance. This helps her to maintain children's safety when they eat and sleep. She thoughtfully considers children's privacy during intimate care. She is reflective and identifies areas for her own professional learning. The childminder implements risk assessments to ensure that the premises remain secure and to keep children safe, including when on 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

The childminder creates a homely environment where children receive loving nurture that enables them to flourish. She knows the children extremely well and creates loving bonds with them. This helps children to feel safe and secure, which is the foundation for their learning. Children clearly enjoy their time in the childminder's home. They make progress from their starting points and are ready to move on to the next stage in their learning, such as going to school. The childminder is committed to providing a unique learning experience. She strives to ensure that those children who face barriers to their learning, and children with special educational needs and/or disabilities, receive targeted support from outside agencies. This helps to ensure that they thrive in their development and learning.

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

All children are fully included in the setting. Their achievements are celebrated, and they receive constant praise from the childminder. They are keen to take part in activities and show high levels of sustained interest and enjoyment in their learning. The needs of all children are at the centre of the childminder's practice. As a result, children demonstrate a strong sense of belonging, happiness and security. Under the supervision of the childminder, they are independent in completing tasks, such as putting on coats and boots and preparing their own lunches.

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

The childminder is calm and gentle and is a very positive role model. She encourages children to be kind to each other and to play together. Older children nurture younger children and naturally share toys and resources.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 09:00

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Facts and figures used on inspection

The childminder includes parents in their children's learning and provides daily updates on children's progress and routines. She works alongside parents to maintain children's positive future outcomes through regular attendance.

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Next steps

The childminder should plan more precisely to take account of the specific skills and knowledge that individual children need to learn next.

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About this inspection

The inspector spoke to the childminder and children throughout the inspection. She gathered the written views of parents.

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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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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