Childminder

Childminder

Unique reference number (URN): 113901 Registered with Ofsted: 02/07/1994 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

The childminder is passionate and strives to make a positive impact on all children's lives. She undertakes detailed assessments of children's progress, which she shares with parents. This means that the childminder can identify any support needs and take swift action. For example, she records and monitors the new words and vocabulary that children use. This ensures that as children learn to speak, their language development flourishes. She uses advice from professionals, like speech and language therapists, for the children. For example, she introduces exercises to develop tongue and mouth muscles so that children can form correct word sounds. This has a significant impact on children's speech and language development.

p.2

Inclusion Strong standard

The childminder has a sharp focus to make sure that her setting is inclusive to all children, especially for those with special educational needs and/or disabilities. She makes adaptions and removes barriers so that everyone can access the curriculum on offer. For example, children refer to a visual timetable on arrival, and they visit a sensory centre to aid their self- regulation. This means that children with special educational needs and/or disabilities thrive. Gaps in development are quickly closed.

p.2

Achievement Expected standard

Typically, children develop well across all areas of learning. They are curious and enjoy investigating and trying new things. Children develop into confident speakers. They learn new words at a rapid pace, which starts from babbling to being able to hold conversations. Children with special educational needs and/or disabilities thrive in the environment. They access spaces to help them regulate their emotions and calm their behaviour. This helps them to join in with the wide range of fun activities on offer and play with their friends.

p.2

Achievement Expected standard

Children learn key skills that they need as they transition to the next stage in their learning. They develop good social skills as they sit together for mealtimes and hold conversations. Children receive praise as they care for their own things. The childminder encourages them to be patient and to wait as they do not always have her attention when she is caring for different age children with differing needs. Typically, children are well prepared to start nursery and are ready for school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She sets clear boundaries that are age-appropriate. The childminder is a positive role model, for example saying please and thank you so that children learn expected behaviour. She encourages children to share and take turns. This then becomes part of everyday practice. Parents feedback that the childminder provides them with support with parenting, including managing behaviour. She shares advice and strategies of things that they can do at home. This collaborative approach ensures that children have consistency between home and the childminder.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder works hard to establish effective routines that support the wide age range of children in her care, which includes older children who attend school. However, this needs to be strengthened so all children can benefit from the setting's experiences and education. For example, there are times when younger children use a contained play area so the childminder can attend to older children's needs. The childminder has introduced funded sessions to promote good attendance. This helps parents to make good use of their funding entitlement.

p.3

Children's welfare and wellbeing Expected standard

Fostering secure relationships with children and families is a strength of the childminder. When new children start, she takes care to learn about their routines, interests and individual needs. This means that most of the time, she can be responsive to their care needs and promote their wellbeing and sense of security. For example, children seek her out for a cuddle and snuggle in when they tire and need emotional reassurance. The childminder validates and discusses their emotions using a range of books appropriate for the age of the children.

p.3

Children's welfare and wellbeing Expected standard

The childminder works in partnership with parents so that they provide healthy food for their children. She gives them information about portion sizes and nutrition. Children have access to fruit at snack time, and this helps them to make healthy choices. Children spend time outside every day in all weathers. They learn to be careful on the slippery floor when it is raining and to ask for help when they need. The childminder teaches children how to be safe and look after their health.

p.3

Curriculum and teaching Expected standard

Typically, the childminder designs a curriculum so that children can learn through play. She makes effective use of her observations of what children can do so that she knows what they need to learn next. She then spends time with each child making sure that they make progress. The childminder aims to tailor her teaching to the different age children that she cares for. For example, babies look at picture books to learn new words, while older children use props with stories to support their growing vocabulary. Mathematical language is well embedded into everyday activities. All children, including those with special educational needs and/or disabilities, make secure progress. However, the childminder does not always make use of professional development to continually enhance and develop the curriculum to an even higher standard.

p.3

Curriculum and teaching Expected standard

There is a focus on making sure that children feel safe and secure with the childminder. She achieves this by building close attachments to each child. This means that they have the confidence to learn in a safe and supportive environment. Children's wellbeing is fully supported. Alongside this, children develop well in their physical skills. The childminder makes sure that the environment supports non-mobile children to take their first steps with confidence. They visit the park most days so that children can climb and run and move in a range of ways.

p.3

Leadership and governance Expected standard

The childminder recognises the need for professional development. For example, she has undertaken some training about caring for babies. However, she often relies on her experience, and this means that she does not always use the most up-to-date practice in her teaching. The childminder reflects on her environment to see how she can enhance this for children. For example, she has developed the outdoor environment into a child-friendly space. Children can develop their physical skills in a stimulating and safe area.

p.4

Leadership and governance Expected standard

The childminder builds effective relationships with parents. They praise her warmth and compassion. Parents appreciate the amount of time that children spend out in the community taking part in many outdoor experiences. The childminder has effective communication. For example, she shares what children need to learn so that parents can support them further at home. When children attend other settings, the childminder initiates two-way conversations. This ensures that there is consistency in children's care and learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy in the care of the experienced childminder. She puts children first and plans to provide an interesting curriculum, where children can thrive. The childminder takes time to get to know each child and family before they start. This ensures that when children arrive, they flourish and settle with ease. The childminder fosters respectful relationships with children and meets their individual needs. For example, she has created calm and cosy spaces for children to explore and investigate. Older children construct with bricks while younger children try to stack rings on top of each other. Children are proud of their achievements, and the childminder celebrates milestones with them. Children enjoy learning and being independent. For example, young babies show great perseverance as they try to feed themselves with a spoon. They develop the independence to be ready for the transition to school. This includes children with special educational needs and/or disabilities.

p.5

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

Children enjoy talking about things that are important in their life. They look forward to taking home the setting bear. They draw and add pictures to a photo book. Children share these experiences with their friends, which fosters a sense of belonging. The childminder takes children out into the community to enhance the curriculum. Children can meet up with a wide range of people and develop their social skills. This teaches children about the diverse and vibrant community in which they live. Children love to be out in nature and take trips to the farm and explore the local nature reserve. They build dens and pull boats along a stream. Children sit and listen to the noises that they can hear and exclaim when they hear a bird call. Children develop a love of the outdoors as they explore nature.

p.5

About this setting

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should continue to establish routines that helps children to manage their behaviour and support the needs of the wide age range of children in her care. The childminder should refine her professional development to target specific needs so that training has a positive impact on children.

p.6

About this inspection

The inspector spoke with the childminder and read parent reviews during the inspection.

p.6

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, knows as the early years foundation stage.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8