Childminder

Childminder

Unique reference number (URN): EY456690 Registered with Ofsted: 31/12/2012 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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Achievement Strong standard

Children are highly motivated to play and learn. They are confident in all they do. Children are drawn into learning by the childminder's enthusiasm and get fully immersed in what they choose to do. They have a thirst for knowledge and engage enthusiastically in the experiences she provides. For instance, children listen attentively and follow instructions. They understand what is expected of them, and they know the rules and routines of the setting.

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Achievement Strong standard

Children are very independent. For example, they know what to wear to play outdoors. Children find their coats, boots and waterproofs and put them on unaided. They develop strong personal care skills. Children have the confidence and effective communication skills to ask for help when they need it. They are well prepared and supported to move on to the challenges of the next stage of their education.

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Children's welfare and wellbeing Strong standard

The childminder has a very secure knowledge of the children in her care. She knows them and their individual needs well. This helps the childminder to make sure her teaching is suited to and adapted for what they need most. The childminder forms strong bonds with children. She is highly responsive to what they say and do. For instance, the childminder knows children love horses. She has increased her knowledge of horses to be able to support and challenge children further in their learning through their interest.

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Children's welfare and wellbeing Strong standard

Children take delight in playing and learning actively outdoors. The childminder provides them with abundance opportunities to promote their physical development, such as through swinging and climbing. Children show delight as they play and immerse themselves in the natural world. They develop positive wellbeing and have strong support from the childminder to develop healthy and active lifestyles.

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Children's welfare and wellbeing Strong standard

The childminder takes children's individual needs into account when planning her routines of the day. She understands when children need to rest but also allows them ample unhurried time to develop and explore their own interests. The childminder teaches children about emotions, such as kindness towards others. They thrive in the childminder's warm and attentive care.

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Curriculum and teaching Strong standard

The childminder has a well-planned curriculum for children that has a focus on learning outdoors. She is a highly skilled teacher and makes use of opportunities and interaction to build on children's knowledge. The childminder holds lively conversations with children, drawing out what they know and building on this. She asks them thought-provoking questions, leading them to think and challenge their ideas. This helps all children to make excellent progress in their learning.

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Expected standard

The childminder uses seasonal and topical learning to introduce children to a wide vocabulary. They learn about the names of birds, for instance, as they identify them in the garden and at the nature reserve. The childminder plans engaging activities for children, such as designing and making their own bird feeders.

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Expected standard

Children have a wealth of opportunities to learn about mathematical concepts as they play. The childminder teaches them about size, weight and quantity as they measure and mix their bird food. Children count as they sort items, confidently telling the childminder what 'one more' is. They develop a secure base for future mathematical knowledge.

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Expected standard

The childminder supports children's social skills well. She offers them plenty of warm praise as they play cooperatively. The childminder skilfully adapts her teaching to ensure all children have the support they need to flourish.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets firm but fair boundaries for children in her care. They know what is acceptable and follow this consistently. Children develop positive attitudes to their learning through the support and encouragement the childminder offers them.

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Behaviour, attitudes and establishing routines Expected standard

Children show they feel safe in the childminder's care. They seek out her company when needed, but also play independently, knowing she is close by. The childminder encourages children to develop positive social skills. For instance, she teaches them about their feelings and emotions. At times though, the childminder is too swift to step in and solve problems for children. She does not fully consider how the occasional moments of conflict can be teaching opportunities for children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a well-established routine in place that supports parents and encourages children's punctual attendance. This helps children to develop a sense of security by knowing what happens next. The childminder knows the children's individual needs well and differentiates her teaching to meet these. This helps them to all get involved in everything that is on offer at the childminder's setting.

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Inclusion Expected standard

The childminder understands when children may need additional help. She has a secure knowledge of child development that she uses to assess children. This helps her to readily identify any gaps in children's learning. The childminder knows how to adapt her teaching to meet children's individual needs. She makes ongoing assessments to monitor the progress children make.

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Inclusion Expected standard

The childminder understands that building secure partnerships with parents helps support children's learning. She shares ideas for parents to support their children's learning at home. The childminder identifies when children may have gaps in the experiences they have had at home. She makes plans to offer children opportunities to develop a wider knowledge of the world, such as through outings to the local library and trips to the woods. The childminder understands how to use any additional funding children benefit from to make a positive impact on their outcomes.

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Leadership and governance Expected standard

The childminder has strengthened her outdoor learning ethos. This has had a positive impact on children's wellbeing and outcomes. The childminder is reflective about her practice and what she offers to all children and their families. She has a secure understanding of what developments to make to further improve her setting. For example, the childminder has introduced new activities to teach children early literacy skills in response to their interests.

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Leadership and governance Expected standard

The childminder takes part in some professional development opportunities. However, these are not targeted precisely enough to maximise their impact on children's outcomes.

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Leadership and governance Expected standard

The childminder establishes positive partnerships with parents and other settings that are involved in children's care. This helps to ensure a consistent approach for children's care and learning. Partnership working is a strength of the childminder's practice. Parents are complimentary about the childminder's excellent communication about what their children are learning in her care.

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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 highly confident and motivated to play and learn. The childminder introduces effective boundaries and well-established routines. This helps them to feel safe in her care. The childminder offers warm praise and encouragement as they play. Children show determination, such as when picking up small objects with tweezers, and pride in their achievements. They beam with delight when they finish their self-chosen goals.

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

Children are kind and caring to each other. They offer their friends puzzle pieces and praise each other as they cooperatively complete jigsaws. The childminder encourages children's positive social skills, such as by praising children and saying how kind they are to each other.

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

Children make progress in their learning from their starting points. The childminder knows them well and uses this knowledge to ensure all children have the support they need. She plans a varied and interesting curriculum for children. The childminder has a sharp focus on teaching children a wide range of skills for life, such as to be highly independent. This approach helps to support all children to be ready to move on to the next stage in their education.

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

The childminder builds strong partnerships with parents. She encourages them to develop routines for their children of regular attendance. This supports children to know what is expected and helps to develop their feelings of security. The childminder values parents' feedback about their children's learning at home to help her build on what they already know and can do. Through carefully planned teaching, she supports all children to thrive in her care.

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About this setting

Operating hours: Wednesday,Thursday,Friday : 09:00 - 17:00

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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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Next steps

The childminder should enable children to problem solve and develop the skills to manage conflict independently. The childminder should focus professional development more precisely to increase its impact on outcomes for children in her care.

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About this inspection

The inspector spoke to the childminder, children and parents 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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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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