Childminder

Childminder

Unique reference number (URN): 131283 Registered with Ofsted: 02/10/1998 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

Achievement Strong standard

All children benefit from personalised, sequential and purposeful learning. They consistently make progress across all areas of their learning and development. This includes children who may face barriers to their learning. Children's communication and language skills are developing very well. They engage with purpose as they attempt to converse with the childminder. Children have the confidence to practise new words and try new things, even if it challenges them at first. Children continually build on their interests as the childminder recognises and values this. Children demonstrate extremely high levels of curiosity and an eagerness to learn. As a result, children's sustained engagement supports their developing ability to maintain concentration as well as stretching their thinking skills. For instance, children explore old telephones with excitement. They watch the childminder intently who models using her fingers to move the dialling mechanism to each number. Children watch in

p.2

Achievement Strong standard

awe and immediately persist as they use their small muscle skills to move the mechanism back and forth.

p.2

Achievement Strong standard

Children thrive as they receive consistent and purposeful praise to support their achievements. This helps children to develop high levels of self-esteem and confidence. Children are appropriately supported to learn early independence, such as feeding themselves, and developing their own self-care skills. As a result, all children are incredibly well prepared to effectively move on to the different stages of their learning and development. While there is scope to further enhance interactions with children, this does not distract from the outcomes that children achieve extremely well.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works hard to develop overwhelmingly secure bonds with children. She is nurturing and highly responsive. For instance, young children confidently use gesture and eye contact to indicate when they need reassurance, which is always quickly responded to with comfort. The childminder is a fantastic role model to children, promoting their best possible behaviour effortlessly. She delivers behavioural messages with consistency. For example, when giving children direction to do, or not to do something, she reinforces this by giving children age-appropriate explanations as to why. This helps even the youngest children as they begin to learn how to keep themselves safe and healthy. The childminder promotes back-and-forth interactions that teach children to play alongside others. This supports their developing social skills.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of developing consistent routines for children. As such, children follow daily routines extremely well and know what to expect next from a young age. For example, when children see the childminder reach for a story book, they immediately come to sit down in front of her without being asked. They shuffle forward in anticipation and establish focus instantly, eagerly awaiting the story. All children benefit from securely embedded routines and boundaries, appropriately considering children's age and stages of development. The childminder recognises the importance of promoting children's

p.2

Expected standard

good attendance. She works with families to ensure children attend punctually, which ultimately supports their transition to school as a whole family.

p.3

Children's welfare and wellbeing Strong standard

The childminder prioritises every child's welfare and wellbeing. She is highly responsive to children's needs and supports their growing emotions very well. The childminder has robust processes in place to support all children to settle in when they first start attending her care. These are highly flexible and adaptive to meet individual children's needs. As a result, children not only show extremely secure attachments to the childminder, but they also demonstrate a genuine delight in spending time with her. The childminder works with parents to establish well-embedded and consistent routines between her care and each child's home, such as sleep and mealtimes. She is in tune to the youngest children, picking up on their individual cues to what they may need or want to enable her to facilitate these.

p.3

Children's welfare and wellbeing Strong standard

The childminder consistently promotes good manners, positive hygiene and self-care routines. She positively promotes healthy choices and encourages physical activities. For example, the childminder plans an array of daily outdoor experiences which continue to support children's all-round development, including trips to the local parks and regular attendance at local groups. She uses these experiences to support children's physical exercise, as well as enhancing their understanding of the world around them. The childminder maintains a proactive and personalised approach to supporting children and their families. She continually promotes children's attendance to fully enable every child to develop a deep sense of belonging to enable them to learn.

p.3

Curriculum and teaching Expected standard

The childminder generally has an accurate understanding of the quality of the curriculum and teaching she provides. She places a sharp focus on developing all children's communication, personal, social and emotional development as well as enhancing their physical skills. This supports children to develop self-belonging, building confidence and independence. The childminder thoughtfully considers how to weave all 7 areas of learning appropriately into individual children's daily experiences. She assesses children's development very well from their starting points, skilfully supporting children to build on what they already know and can do. In addition, the childminder helps children to revisit skills they have already learned through repetition and practise. This supports children to embed knowledge and skills confidently.

p.3

Curriculum and teaching Expected standard

Children's individual communication and language skills are continually encouraged by the childminder. For example, the childminder speaks clearly, uses repetition of words, introduces new words in context such as 'sprinkle' and 'rolling' and appropriately introduces mathematical language such as, 'more', 'lots', and numbers within everyday play. She enriches her communication with children as she uses gesture and exaggerated facial expressions which they respond extremely well to. Typically, the childminder gives children time to pause, process, and reply to information and questions she provides. Additionally, she recognises there are many methods to support communication, particularly for the younger children, such as using Makaton. However, the childminder has not kept her previous Makaton training up to date, and as such, although it positively impacts children in her care, she is not able to fully promote this method of communication consistently.

p.3

Inclusion Expected standard

The childminder has high expectations of children, including those who may face barriers to their learning. She recognises the range of barriers that individual children may face. This enables her to identify potential gaps in children's learning and take appropriate action to help them catch up. The childminder puts effective support and opportunities in place to support learning. She undertakes appropriate training to support inclusion, and knows how to seek support from external agencies when needed to ensure children receive the right support at the right time. The childminder welcomes other professionals into her home, such as speech and language therapists. This helps children receive the targeted support they need, as she implements any strategies advised by specialists. The childminder sustains very positive parental partnerships with families. She recognises the importance of consistency and working collaboratively with parents to promote children's individual care

p.4

Inclusion Expected standard

and learning. Additionally, the childminder has a secure understanding of how to support children in receipt of additional funding. She has monitoring systems in place to review how any funding is used to ensure it is effective.

p.4

Inclusion Expected standard

The childminder provides age-appropriate opportunities for children to explore and understand their differences and what makes them unique. This ranges from accessing the local community and different groups to broaden children's social connections. She weaves various cultural celebrations into children's play throughout the year, such as learning about and celebrating Lunar New Year. This supports children to be positively aware of difference, which ultimately supports them as they grow into positive members of the community.

p.4

Leadership and governance Expected standard

The passionate childminder is dedicated to ensuring that she provides a homely environment and ambitious vision to support every child's care and learning. She has established superb relationships with children's parents, recognising the importance of working together to promote continuity. Parents are highly complimentary of the care and learning their children receive. They appreciate the vast communication the childminder provides, including personalised scrap books documenting children's experience and brilliant achievements. Parents attribute the significant progress their children have made to the childminder, specifically in language development and their self-confidence.

p.4

Leadership and governance Expected standard

Generally, the childminder understands her strengths and areas for development. She seeks additional training to ensure her knowledge stays up to date, as well as further enhancing her practice. For example, the childminder attended heuristic play training which has informed her provision for loose parts. This enables children to access more open-ended play, further promoting their imagination, curiosity and focus. However, the childminder does not always keep all aspects of her training fully up to date to consistently support her in providing high-quality interactions and inform her consistency in teaching practice.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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 receive incredibly warm welcome from the childminder as they arrive, ready to start their day. They excitedly delve into a range of play experiences and activities the childminder carefully plans for them. She checks in with parents and diligently reads any comments in children's personal communication diaries. These daily occurrences ensure the childminder knows anything she needs in order to fully support each child's day. This positively supports children's wellbeing and enhances the excellent parental partnership the childminder strives for. The childminder gets to know all children incredibly well. She knows

p.5

About this setting

Registration date: 02/10/1998 their interests and notices their immediate fascinations. This consistent support helps them to build on their existing skills to succeed and achieve. As a result, children develop an early love for learning through their enjoyment of play, as they engage deeply in their chosen activities.

p.6

About this setting

Children have extremely secure, positive and nurturing bonds with the childminder. She recognises children feeling safe, settled, and having regular attendance, are the foundations to their learning. This has a hugely positive impact on children's emotional security. It enables them to explore with intense curiosity and independence. For example, children eagerly and confidently explore dry sensory play with rice. They persist for long periods of time as they fill and empty different vessels. They concentrate to use tools such as scoops and spatulas to transfer the rice. These skills are fully modelled by the childminder. Children, including those who may face barriers to their learning, thrive in consistent encouragement and precise praise, which gives all children an abundance of self-confidence.

p.6

Next steps

The childminder should reflect on her continued professional development even more precisely, to better inform the consistency and breadth of the high-quality interactions children receive.

p.6

About this inspection

The inspector spoke with the childminder and reviewed written feedback provided by parents for the inspector.

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. Register(s): EYR, CCR, VCR

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

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.8

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.

p.8

Urgent improvement

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.8

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