Childminder

Childminder

Unique reference number (URN): EY385650 Registered with Ofsted: 12/12/2008 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

Behaviour, attitudes and establishing routines Strong standard

The childminder builds extremely close and trusting relationships with the children. She creates a highly effective learning environment that is specifically planned for the varying needs of all children. This helps children to choose the resources that are of interest to them and promotes their engagement and positive behaviour. For example, young children smile with joy as they choose to wear a chef's hat. Older children play harmoniously together in their chosen role play. The childminder is an expert at supporting children to manage their own feelings and behaviour. She is inspiring in her approach as she softly reminds children about agreed behaviour expectations. Children show care and empathy for younger children, for example as they invite them to join them in their play.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder uses stories effortlessly to help children learn about their different emotions and feelings. Children listen exceptionally well to the enthusiastic childminder as they put their toys away before getting ready to go for a walk. This helps children to learn to care for their environment and follow the fully embedded routines in her home. The childminder has exemplary relationships with parents and instils the importance of attendance from the outset. This helps children to fully benefit from the planned routines in her setting.

p.2

Children's welfare and wellbeing Strong standard

The childminder knows every child extremely well and is highly responsive to their changing needs, including children with special educational needs and/or disabilities. Her routines are effective in helping children feel relaxed. Children are at the very heart of her practice. The childminder gathers an abundance of information from parents before children start at her setting. She is highly reflective and adapts her provision to align with the individual care routines of children. This approach helps children feel extremely safe and secure.

p.2

Children's welfare and wellbeing Strong standard

The childminder takes children on an abundance of planned trips in the local and wider community. Children thoroughly enjoy train rides and local walks to hang their bird feeders. She expertly uses these opportunities to teach children about road safety. Children know to hold hands and walk calmly with the childminder, listening for any traffic. Children learn about being healthy alongside the highly skilled childminder as she talks to them about the benefits of healthy eating. Children enjoy healthy food and learn about healthy choices during snack time. These social times are calm and highly effective. Children are proud of their achievements as they set the table for mealtimes. Older children are extremely confident and show younger children where their water bottles are. The childminder makes the most of simple routine tasks to inspire children's learning. For example, as young children wipe their faces, she shows them a small mirror so that they can see what they are

p.2

Children's welfare and wellbeing Strong standard

doing. All children demonstrate a strong sense of belonging, enjoy secure relationships and become increasingly independent in managing their own personal needs.

p.2

Inclusion Strong standard

The childminder is highly effective at ensuring that all children's needs are met, including children with special educational needs and/or disabilities. She uses her sharply focused

p.2

Expected standard

observations and assessments of children to help her rapidly identify children's starting points and ongoing progress. This enables the childminder to discuss with parents any barriers identified in a timely way. This approach is extremely productive and effective and ensures children are referred for specialist support when needed.

p.3

Expected standard

The childminder is an expert at applying a graduated approach in her curriculum. For instance, she works seamlessly with other professionals such as speech and language therapists. The childminder welcomes them into her home and uses their professional advice to adapt her teaching. This helps children make great progress in their learning and development. Furthermore, she attends training to help her support the children's identified needs very effectively. The childminder has excellent knowledge of how to seek any additional funding a child may be entitled to and use this in the best interests of the children. The childminder's expertise means that all children make rapid progress in learning regardless of any barriers they may encounter.

p.3

Achievement Expected standard

All children are confident communicators. They speak with purpose and take part in meaningful conversations. Younger children learn new vocabulary as they listen intently to the childminder telling various stories. Children are becoming increasingly independent as they take themselves to get a tissue to wipe their noses, place it in the bin and confidently wash their hands after. They put their coats and shoes on in readiness for their walk. Younger children show great pride as they place their shoes in the shoe rack. Children are kind and recognise their own emotions and those of their peers. They are prepared for the next stage in their learning.

p.3

Achievement Expected standard

Children's mathematical development is supported and enhanced as they count items and talk about different sizes as they play. This helps them develop their early mathematical ideas. On occasion, younger children do not explore activities broadly enough to fully extend their learning. This means that they do not build on what they already know and can do well enough.

p.3

Curriculum and teaching Expected standard

The childminder plans a highly ambitious curriculum that focuses on children's personal, social and emotional development. She monitors children's progress to help her identify any barriers that may impact on their learning and development. She makes adaptations in her environment that are individualised to the specific needs of the children. All children make continued progress from their starting points.

p.3

Curriculum and teaching Expected standard

The childminder's gentle interactions help teach children how to be kind to each other. This helps children develop their early friendships. Children's physical development is a priority. The childminder plans a wide range of daily activities to support children's growing physical development. The childminder carefully considers children's communication and language development. She skilfully asks questions to help them recall knowledge and help extend their vocabulary. For instance, children excitedly name the different species of birds, such as 'robin' and 'magpies'. The childminder weaves in opportunities to build on children's mathematical understanding. For instance, children count pom-poms as they transfer them into containers. However, the childminder does not always identify precisely what it is she wants younger children to learn in planned activities. This means that sometimes the childminder's

p.3

Curriculum and teaching Expected standard

teaching is not focused well enough to help children build on what they already know and can do.

p.4

Leadership and governance Expected standard

The childminder is reflective and carefully highlights areas for improvement. She demonstrates a commitment to professional learning and knows how to access training. For example, she has updated her knowledge on how to support children that are at risk of communication and language delays. The childminder collaborates with various professionals to ensure her curriculum is adapted so that children with special educational needs and/or disabilities receive appropriate support. The childminder accesses a variety of network meetings with other childminders in the local area. This helps her share ideas about her practice and develop her knowledge. Moving forward, the childminder recognises that there is scope to improve her teaching and interactions to fully benefit the children's learning when they are engaged in planned activities.

p.4

Leadership and governance Expected standard

The childminder has close partnerships with parents. She speaks with them on a daily basis about what children have been doing and the progress they are making. Parents are extremely complimentary and say how the childminder swiftly identifies any development concerns. They comment on how the childminder works seamlessly with other professionals to help their children make progress.

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 thrive in the care of the highly experienced childminder. She is invested in getting to know the children and their families from the outset. This helps the childminder to swiftly identify children who may face barriers in their learning.

p.5

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

Children are confident and demonstrate they feel extremely safe as they proudly show visitors their display of birds. The childminder provides children with a well-sequenced curriculum that helps children learn about the world around them. For example, the childminder plans various trips to follow children's interests in birds. Children enjoy a trip to the local library to borrow non-fiction books to develop their knowledge of the different species of birds. They chat away about how they saw the birds in the woods and how they heard them singing. Children make links with their previous experience, and this consolidates their learning. Children confidently recall the various types of birds, such as pigeons.

p.5

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

The childminder plans fun activities for the children to make bird feeders. Older children concentrate intently as they thread the small cereal hoops onto a pipe cleaner. The childminder uses these opportunities to introduce counting with the children. This supports their early mathematical development. Younger children do not gain as much from these activities, as the childminder has not fully considered how to adapt them to meet their needs.

p.5

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

The childminder promotes children's personal and social development well. For example, she reminds children to use their manners and be kind to one another. This helps children to understand boundaries and develop their early friendships. The childminder regularly meets

p.5

About this setting

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

p.6

Facts and figures used on inspection

with other local childminders. This allows the children to mix in larger groups, build new friendships, strengthen their skills in taking turns and cooperate in tasks.

p.6

Next steps

The childminder should improve the quality of her teaching and interactions to maintain children's interest and support their progress. The childminder should clearly identify the learning intentions in activities to help children build on what they already know and can do.

p.6

About this inspection

The inspector spoke with the childminder, parents and children 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, known as the early years foundation stage. This data was available to the inspector at the time of the inspection.

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. 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.8

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