Childminder

Childminder

Unique reference number (URN): EY549754 Registered with Ofsted: 30/08/2017 Registers: EYR, CCR, VCR

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Leadership and governance Expected standard

The childminder has a thorough knowledge and understanding of the early years foundation stage. She explains that her vision is to lead a creative-led practice that gives children a safe space to be seen, heard, create and be curious about the world in a warm and inviting setting. The childminder has high expectations for children's learning and behaviour. She aims to improve outcomes for all children, including children with special educational needs and/or disabilities (SEND) and those who may face other barriers to learning. The childminder encourages children to talk about their emotions and uses different calming techniques to support children to manage feelings and behaviour, including drawing how they are feeling and, with older children, journaling. The childminder supports children's emotional wellbeing through story and discussion. She understands the importance of knowing children's starting points and uses this knowledge, combined with children's

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Leadership and governance Expected standard

interests, when planning learning opportunities for children across the 7 areas of learning. The childminder knows how to create next steps to support children's individual needs and explains how she shares these with parents so that they can further support children's learning. She understands that children need to feel motivated and that learning needs to be interesting and fun. Communication and language is at the heart of her setting. She ensures that all children, including nonverbal and preverbal children, communicate confidently by using visual prompts, so learning is accessible for all.

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Leadership and governance Expected standard

The childminder understands the importance of building strong partnerships with parents. She explains how she uses the graduated approach to support children with SEND and those who may face other barriers to learning, signposting parents to relevant professionals who can further support children's needs. This helps children who are not yet diagnosed to receive additional support, often leading to an education, health and care plan, supporting children to achieve. The childminder attends professional expertise training on SEND and other relevant courses. She networks with other childcare professionals to update her knowledge and reflect on and plan what she can do to further improve her provision.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

There were no early years children present and/or on roll at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment and any relevant documentation. When there are no early years children present, inspectors only evaluate and grade leadership and governance as there is no reliable evidence on which to assess the impact on children of other evaluation areas.

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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

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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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