Childminder

Childminder

Unique reference number (URN): EY476426 Registered with Ofsted: 28/05/2014 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 Expected standard

Children gain the key skills they need in readiness for their next stage of education. They develop their communication skills in an environment rich in language. Children who speak English as an additional language are typically supported in their communication well. However, they do not consistently or rapidly develop their speech. Nevertheless, they continue to make progress and are starting to become confident communicators. Children have plenty of time to succeed in their own abilities. They demonstrate a positive attitude to their learning. For instance, younger children develop their hand–eye coordination as they transfer pebbles into various containers. Older children are curious learners and make connections in their learning, such as relating the ice to the recent cold weather. They benefit from ample opportunities to revisit and consolidate their learning through the well- sequenced curriculum. All children are well prepared for the next stage of their education,

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She has developed caring relationships with children and knows each child's unique needs. The childminder sets clear boundaries and has developed routines to help children understand what is happening next. For example, children tidy away their toys ready for mealtimes without prompting. The childminder promotes good manners and offers children gentle reminders about the behaviour she expects. She adapts her interactions to support younger children to develop their relationships with their friends. The childminder gently shows them how to share the resources, and she consistently praises older children for their good behaviour. As such, children are kind and offer their musical instruments to the younger children. The childminder furthers children's social skills with a wealth of planned social outings. This helps children develop their early friendships. The childminder helps children develop an

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Behaviour, attitudes and establishing routines Expected standard

awareness of their own and others' emotions. For instance, older children confidently identify a range of emotions in familiar stories and through their imaginative play. The childminder records and monitors the attendance of children to ensure that they are maximising their early years education.

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Children's welfare and wellbeing Expected standard

The childminder places children's personal and emotional development at the heart of her practice. From the outset, she develops highly effective partnerships with parents and carers. This helps her gather the information needed to plan for children's care routines and interests. As a result, children are very happy and develop strong relationships with the childminder. Overall, the childminder has high expectations of what children can do for themselves, such as putting on their own wellington boots and coats. However, there are times when she is too quick to help children with their self-care. This means children do not consistently learn to manage tasks such as handwashing and wiping their noses independently. The childminder teaches children how to keep themselves safe. For example, as ice melts into water during an activity, she gently reminds children to wipe the drips on the floor so they do not slip. This helps children become aware of potential risks in

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Children's welfare and wellbeing Expected standard

their environment. Children have ample opportunities to develop their large muscles in the well-resourced garden. For instance, toddlers smile with joy as they rock back and forth on a see-saw, which helps strengthen their core muscles. Children also recall and talk about different emotions as they share stories with the childminder, such as feeling happy or sad. This helps them develop an understanding of their own emotions.

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Curriculum and teaching Expected standard

Children benefit from a curriculum that provides a wide range of experiences to support their development. The childminder uses assessments and observations to identify children's next steps in learning. She builds on children's interests and plans exciting activities to capture their curiosity. For example, children enjoy winter-themed sensory play. As they explore, they learn new vocabulary and discover interesting facts about winter. However, on occasion, the childminder does not consistently adapt her interactions to ensure that children who speak English as an additional language benefit from precise teaching during adult-led activities. During spontaneous play, however, these children benefit from the childminder's narrative, which supports their ongoing progress. The childminder uses every opportunity to support children's early mathematical development. Children count in their play and use mathematical language with growing confidence. Children's personal and

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Curriculum and teaching Expected standard

emotional development is supported effectively. The childminder is attentive to their needs and models positive behaviour. She encourages children to share, take turns and work together. Through gentle guidance, children learn how to be kind and respectful. These skills help to prepare them for future learning and enable them to develop friendships. The childminder works closely with the children's parents to support their developmental stages, such as potty training. This promotes continuity to children's learning and development.

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Inclusion Expected standard

The childminder completes regular observations and assessments of children's achievements. This helps her to identify any emerging barriers to children's learning. The childminder has sought additional training to deepen her knowledge of how to support children with special educational needs and/or disabilities. She demonstrates a clear understanding of how and when to engage the support of other professionals and external agencies. The childminder values the importance of working with parents and carers to ensure that they are aware of any additional funding that their children may be eligible to receive. This helps children to maximise their access to their early years education. The childminder has the highest aspirations for children who face barriers to their learning. She monitors their progress well and plans activities alongside any adaptations to bridge any gaps in their learning and development.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and management skills. She is reflective of her setting and identifies any areas for improvement. The childminder actively seeks feedback from parents and other professionals to guide ongoing improvement. This reflective approach enables her to recognise what works well and identify areas that may benefit from further development. Her continuous evaluation and commitment to enhancing practice have a positive impact on the quality of care and experiences offered to children. The childminder supports the wellbeing of her assistants extremely well. She ensures that all their essential training is completed, and she encourages assistants to access additional courses to enhance their knowledge. The childminder and assistants work collaboratively together. For example, they have recently taken part in a mathematics programme specific to early years. The childminder and her assistants have used this knowledge to strengthen

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Leadership and governance Expected standard

mathematics within the curriculum. As such, children develop their mathematics skills effectively. Furthermore, the childminder has completed training to support children who may face barriers in their learning. This helps her identify any gaps in children's learning and recognise any need for specialist support.

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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 flourish in the childminder's care. They are welcomed into her calm and homely setting, where they receive lots of love and attention. The childminder has designed a well- planned curriculum that supports all children, including any who may face barriers to their learning. Children are confident and happily choose from the wealth of learning experiences on offer. The childminder plans lots of fun activities in winter-themed tuff trays. For example, she introduces new vocabulary such as a 'polar bear' and 'penguin' as children explore new concepts, such as melting and freezing ice. These interactions typically help children to broaden their vocabulary. The childminder promotes children's imaginative play well. As such, children eagerly pretend to be doctors and hairdressers, using real-life resources that promote creativity. The childminder teaches children about their health. For example,

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

children concentrate intently as they pretend to write prescriptions for their sick toys. They use syringes to pretend to administer medicine and take their temperatures.

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

The childminder promotes early mathematical development in her daily routines. This helps children to develop their understanding, such as recognising numbers and applying counting skills in everyday contexts. Children attend a range of planned groups within the community, such as music and toddler groups. This helps children to develop their social skills, where they learn to mix with larger groups of children, promoting their early friendships with others. Overall, the childminder promotes children's independence. However, opportunities to strengthen self-care routines are not always consistent, as adults can occasionally complete tasks for children too quickly. Despite this, children demonstrate confidence and enthusiasm as learners. Children enjoy their time in the well-resourced garden, which supports their physical development. The childminder shares information with parents on the importance of

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

children's attendance. This helps children to maximise their early years education.

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Next steps

The childminder should continue to strengthen her interactions and extend children's language skills, deepening their learning to the highest level. The childminder should consistently support children's independent self-care and skills in doing things for themselves.

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About this inspection

The inspector spoke with the childminder, assistant 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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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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