Childminder

Childminder

Unique reference number (URN): 316480 Registered with Ofsted: 29/07/1993 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 confidently access the learning opportunities on offer. They make progress across all areas of learning, especially in the development of their speech and language. Children speak confidently to the childminder to express their needs. They develop the necessary skills that support them to be prepared for their next educational setting and be school ready.

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Achievement Expected standard

Children are confident at trying new activities. For example, children snip pieces of paper and use glue to stick the paper onto card. Children engage in listening to a story and join in by saying the words of repeated lines. This means that children gain skills to help prepare them for their next stage in learning, such as school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour and implements predictable routines. She praises children for displaying positive behaviour. This helps children to understand about the expectations for their behaviour. As a result, children behave well and get along with each other. The childminder makes teaching children social skills a priority. Children learn to be kind, share and take turns. Children enthusiastically join in with learning activities, such as singing songs and listening to stories.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and the children have secure attachments. They smile and climb onto the childminder's knee for cuddles. This shows children feel safe and happy. The childminder teaches valuable social skills, such as being kind to others. Her gentle manner reflects on children, who are are also gentle and calm.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of punctuality and attendance, and quickly follows up any lateness and absences. On the whole, the childminder supports children to make healthy choices and become independent. However, the childminder does not consistently encourage children to wipe their own noses and then wash their hands afterwards.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to regulate their emotions. For example, when children become upset because they cannot find their favourite toy, the childminder says that it is okay to be sad and helps them to find the toy. This supports children to develop independence in regulating their feelings. The childminder encourages children to join in with the activities on offer and praises even the smallest of children's achievements.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe environment indoors and outside. She knows how to keep children safe in the setting and out in the community. Children are well supported by the childminder to make healthy choices. For example, children choose either milk or water to drink and have fruit as a snack. On the whole, the childminder supports children to make healthy choices and become independent. However, the childminder does not consistently encourage children to wipe their own noses and then wash their hands afterwards. The childminder should embed well-structured routines to motivate children to develop long- lasting healthy habits, fostering a solid foundation for self-care. Children are supported to make healthy choices about food choices, exercise and rest. For example, the children are given healthy food at mealtimes and sleep in a safe place as required.

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Children's welfare and wellbeing Expected standard

The childminder builds secure attachments with children and meets their individual needs, including children's personal care. She speaks calmly to children, who respond well to her. Children learn about emotions with the childminder. For example, they look at pictures of different faces together and talk about how they are feeling. The childminder acknowledges children's changing emotions. For example, she acknowledges when they are feeling tired and reassures them that they can have a rest soon. This helps children to learn about their own feelings and supports children's emotional wellbeing. The childminder gives positive verbal praise to the children. This boosts children's confidence and self-esteem.

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Curriculum and teaching Expected standard

The childminder carefully uses her knowledge of children's starting points to plan for children's next steps in learning. She plans and implements a curriculum that meets all 7 areas of learning. The learning activities the childminder provides ignite children's interests so that children quickly become engaged in their learning. The childminder includes supporting children to become independent in her curriculum. However, she does not consistently promote this. The childminder needs to prioritise supporting children to become independent through consistently encouraging children to take their own coats and shoes off.

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Curriculum and teaching Expected standard

The childminder has worked well to implement knowledge learned from training in her setting. For example, she has implemented mathematics training into her setting to improve children's progress in this area. The childminder has a focus on developing children's language skills. She reads books and sings songs with children. Children are eager to join in with repeated words in the storybooks and sing their favourite songs.

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Curriculum and teaching Expected standard

The childminder understands the importance of supporting children's physical development. She implements this through providing activities, such as music and movement and walks in the local nature reserve. The childminder monitors children's progress. She quickly identifies and closes any potential gaps in learning quickly.

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Inclusion Expected standard

The childminder quickly identifies children's individual starting points in partnership with parents and carers. She uses her knowledge of child development to adapt learning activities to meet children's individual needs. This means that all children are included in learning opportunities by the childminder.

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Inclusion Expected standard

The childminder is clear about what the children learn from the experiences that she provides. For example, on trips to the local playgroup, children learn to socialise, such as through meeting other children. The childminder makes sure that all children in her setting have the opportunity to go on the trips, so everyone makes progress in their learning. Through past experience, the childminder knows how to support children with special educational needs and/or disabilities. She understands who to contact for support and advice, if needed, to gain the best possible outcomes for children. For example, the childminder has worked in partnership with physiotherapists to support children with delays in their physical development.

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Leadership and governance Expected standard

The childminder is committed to providing quality care and education for all children. She works well with her assistants. The childminder supports her assistants' wellbeing through arranging evenings out. They share tasks and support each other throughout the day. The childminder has positive interactions with children and their families. She is warm, caring and her knowledge of child development ensures that all children make progress. The childminder shares her professional development training with any assistants she works with and implements it into her setting. For example, she has used knowledge from recent communication and language training with children, using new ideas for activities.

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Leadership and governance Expected standard

Since her last inspection, the childminder has worked well to make further improvements and does so effectively. The childminder understands the importance of her own wellbeing and plans effectively for this. She links with external agencies for support, as needed. The childminder then shares this information with parents and carers to meet children's individual needs. She provides a safe environment where children play and learn, indoors and outdoors.

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Leadership and governance Expected standard

The childminder engages well with parents. She keeps parents informed about what their children are doing during the day and about their progress in learning. They are informed about how they can support their children at home to reach their next steps in learning.

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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

The children eagerly enter the childminder's setting. The childminder and any assistants she works with build deep bonds with children. This means that children settle quickly and feel safe. Children confidently explore the well-resourced playroom that includes items to spark children's interests. As a result, children engage in learning and make progress. For example, they pretend to be hairdressers, talking to each other and listening to the childminder as she explains what each object is used for. This supports the development of children's communication and language skills, social skills and listening skills.

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

Books and singing are a focus at this setting. Children enjoy sharing books and singing with the childminder continuously throughout the day. This supports children to extend their vocabulary. For example, children listen attentively to a story about a worm. They engage in the story and join in with the repeated words. This helps to prepare children for their next stage in learning in nursery or school. Children experience trips out in the community, to playgroup and the local nature reserve. The childminder uses these experiences to enhance her curriculum, support children's physical development and help them to learn about the world around them.

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

The childminder is clear about what she wants children to learn and do while they are at the setting. She prioritises developing children's speech and language, physical development and independence. Children access self-chosen activities from a well-planned environment. The childminder plans activities that cover all areas of learning. Children receive support to learn about emotions. For example, they look at pictures of different faces together and talk about how the faces match to how children are feeling. Furthermore, the childminder acknowledges the emotions that children express.

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

Parents and carers speak highly of the childminder and any assistants she works with. They say that their children enjoy their time with the childminder and are making progress in their speech. In addition, parents say that the childminder is warm and kind and that their children

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00

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Facts and figures used on inspection

are immensely fond of her. The childminder gives positive verbal praise to children. This boosts children's confidence and self-esteem.

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Next steps

The childminder should further support children to become independent, such as through consistently encouraging children to take their own coats and shoes off. The childminder should consistently motivate children to foster long-lasting healthy habits, such as wiping their own noses and then wash their hands afterwards.

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About this inspection

The inspector spoke with the childminder 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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