Childminder

Childminder

Unique reference number (URN): EY447135 Registered with Ofsted: 15/06/2012 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 make rapid progress from their starting points. All children demonstrate that they are ready for their next steps in learning, including those who face barriers to their learning. They develop independence skills, for example all children can put on their own coats, shoes, hats and gloves, and enjoy actively participating in routines, such as tidying up after mealtimes. These skills support them to develop their physical skills and coordination.

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Achievement Strong standard

All children make consistent progress in their communication and language skills. Children enjoy reading books with the childminder and demonstrate their engagement by asking questions and discussing the pictures. Children are consistently able to listen and concentrate; they share their ideas and enjoy learning new words through topics of interest. Where there are gaps in children's learning, targeted support helps children to make strong progress. For example, children use prompt cards at first to communicate their toileting needs but quickly become able to express this verbally.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes all children to behave very well through having clear expectations and consistent routines. Children know what is happening and what will come next. This helps children to have a thorough understanding of what is expected. The childminder consistently implements boundaries, and children have a good understanding of why the boundaries are in place. For example, when children run inside and are reminded to walk, children respond that they could fall and bump their heads. The childminder adapts her practice to support children at differing stages of development. She ensures that she communicates clearly to support their understanding.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported to make positive relationships with each other. They demonstrate care and compassion for each other, noticing when each other's moods change. For example, when children feel shy and are quieter than usual, their peers notice this and ask why. The childminder supports the children to understand their emotions. She uses books and puppets to explore emotions and how characters are feeling and why.

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Behaviour, attitudes and establishing routines Strong standard

When children have minor disagreements, the childminder supports them to share and take turns or to work out a solution. The childminder promotes good attendance and has robust procedures in place to follow up on absences.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted very well. The childminder is attentive to the children and consistently assesses risks in what they are doing to ensure their safety. Children learn how to keep themselves safe. For example, they are taught that sofas are for sitting and they join the childminder to check the garden for hazards before playing. The childminder supports the children to develop their confidence. When feeling unsettled, children stay close by to her and, with encouragement and reassurance, quickly settle into their day. Children learn essential self-care skills, such as handwashing and dressing themselves. They are supported to understand when they need the toilet in preparation for potty training. The childminder works closely with parents to offer support and guidance, and this ensures that children are fully supported to develop this skill.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children are offered healthy balanced meals and supports them to understand healthy eating. At snack time, children talk about the fruit they are eating and the fruits they enjoy at home. The childminder ensures children's safety by making sure that all food is cut appropriately, and she supervises the children closely while they eat. After mealtimes, children independently wipe their faces and put their bowls in the sink. They settle down quickly after lunch for a sleep, and the childminder regularly checks on them.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of all children's interests and developmental stages. She uses this information to plan engaging activities and extend children's prior learning. Learning is woven throughout all parts of the day, consistently supports children to practise and extend their skills and knowledge.

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Curriculum and teaching Strong standard

The childminder provides carefully considered activities that help children to develop across all areas of learning. For example, a mud kitchen is provided with resources that encourage children to explore concepts such as water freezing into ice. They learn new words and count ice cubes as well as practising their fine motor skills, squeezing pipettes to fill them with water.

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Curriculum and teaching Strong standard

In the garden, children learn about nature, and this learning is extended through a visit to a local greenspace where children use binoculars to spot birds and find out about where they live.

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Curriculum and teaching Strong standard

The childminder is passionate about children learning through their daily routines. She encourages children to develop their independence skills, providing opportunities to cut their own fruit at snack time and pour their own drinks. Through these activities, the childminder introduces opportunities for children to count, learn new vocabulary, work together and share.

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Inclusion Strong standard

The childminder has excellent knowledge of how to support children who experience barriers to their learning. She uses observation and assessment, as well as working closely with parents, to identify children's development needs and uses this information to put targeted support in place.

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Inclusion Strong standard

The childminder identifies training to undertake to ensure that she can fully support children's needs. For example, she attended training on supporting children with English as an additional language. She uses the knowledge gained from training to implement effective strategies that support children to make rapid progress from their starting points.

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Inclusion Strong standard

The childminder precisely monitors children's progress. Where further support is needed, she accesses support from the local authority to further enhance her practice to meet the needs of all children.

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Inclusion Strong standard

She ensures that all children are included in activities. She uses visual aids to support children who may feel shy or overwhelmed and adjusts her practice to meet individual needs. She has high expectations for all children, supporting them to achieve well. The childminder has a clear understanding of how to use additional funding to enhance disadvantaged children's learning and development.

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Leadership and governance Strong standard

The childminder consistently reflects on her practice and makes improvements. She accurately identifies where there are gaps in her knowledge and seeks training to ensure that she able to fully support the children in her care.

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Leadership and governance Strong standard

The training the childminder has attended has a positive impact on children, especially those who face barriers to their learning. Strategies learned help children to be included in all activities.

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Leadership and governance Strong standard

The childminder adapts to meet the changing needs of children. When younger children enrol, she makes plans to ensure that there are suitable eating and sleeping arrangements, and she assesses risks in activities to ensure that they are appropriate for all children.

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Leadership and governance Strong standard

The childminder has built a network of professionals who offer her support and guidance in developing the provision. She accesses support from the local authority to identify areas for development and puts plans in place to ensure continuous development.

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Leadership and governance Strong standard

The childminder works closely with parents to support children's development. She tailors settling-in sessions to each family's needs and builds effective communication between the setting and home. She offers advice and guidance to help parents support their children at home. For example, she shares information about oral health, potty training, weaning and developing children's communication and language skills.

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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 happy, settled and confident in this nurturing and well-organised setting. They form secure attachments with the childminder who knows them well and responds promptly to their individual needs. As a result, children feel safe and emotionally secure and explore activities with confidence.

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

Children's safety is given the high priority. The childminder completes thorough risk assessments to ensure that children play in a safe environment. She teaches children how to manage simple risks and supports their growing independence. For example, children mop up spills from water play and keep the play space tidy to prevent slips and trips. Children become competent in their independence skills and regularly help with simple tasks. This strengthens their confidence and sense of achievement.

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

Children are motivated learners. They demonstrate attention skills during story times and eagerly join in with repeated phrases and key words. The childminder is consistently engaged in supporting the children's play and learning. She observes children closely and offers sensitive support that extends their thinking and language.

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

For example, when children pretend to make pancakes and tea, she introduces mathematical language such as 'half', 'bigger' and 'smaller' and supports them to compare sizes. Children benefit from daily access to outdoor play in a well-equipped garden. They enjoy riding tricycles to develop their balance and coordination and explore the sand tray using diggers and sticks to transport and make marks.

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About this setting

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

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Facts and figures used on inspection

The childminder takes children on regular outings, including attending a local playgroup and exploring local greenspaces. These experiences extend their knowledge and understanding.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the 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. 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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