Childminder

Childminder

Unique reference number (URN): 160772 Registered with Ofsted: 07/08/2001 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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Children's welfare and wellbeing Strong standard

The childminder has highly effective settling-in procedures that help ensure that children feel settled and safe in the childminder's care. She provides the children with a safe space to express how they are feeling and supports them as they learn about their emotions. The childminder ensures that children have a highly engaging environment that reflects their interests and evolves to provide an inclusive and safe space for all children, including those with special educational needs and/or disabilities. The childminder knows the children extremely well and is skilled at incorporating their individual care routines seamlessly into the daily plans. For instance, she checks throughout the day to remind children about using the potty as they develop their personal hygiene habits.

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Children's welfare and wellbeing Strong standard

At mealtimes, the childminder is highly skilled at encouraging the children to feed themselves to help them develop their independence in preparation for school. She is extremely vigilant in following any special dietary requirements the children might have. The childminder is particularly attentive at sleep and mealtimes to ensure that she keeps children safe and maintains their welfare.

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Children's welfare and wellbeing Strong standard

Physical development is a high priority for the childminder. She provides numerous opportunities for children to explore in the garden and arranges outings to the park where they can play on larger equipment to build muscle strength. She recognises the vital role that outdoor play has in supporting children's physical and mental health.

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Achievement Expected standard

The children are inquisitive and keen to explore how things work. For example, the children use diggers and trucks to move the wooden blocks as they engage in imaginative play. The children enjoy trips to the woods to investigate and learn about nature. The children have a wealth of opportunities to learn about similarities and differences as they explore the local community.

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Achievement Expected standard

The children use their prior knowledge to develop and tell their peers stories. For example, they talk about the types of houses the 3 little pigs build as they build with the blocks. The children are adept at retelling familiar stories and using their knowledge to help extend their play.

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Achievement Expected standard

The children practise life skills as they learn how to share and take turns. For instance, they eagerly watch as their friends pick a song card out of the bag and enthusiastically join in with action songs. They particularly enjoy making the sounds of the farm animals. All children, including those with special educational needs and/or disabilities, make progress from their initial starting points as they continue their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides the children with a warm, nurturing environment, where they are eager to investigate and engage with a range of activities. The children know the daily routines. For example, they know to wash their hands in preparation for mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is good and appropriate to their stage of development. They play happily together, as they learn to share resources and interact with friends. The childminder has clear rules and boundaries in place to help support the children as they develop their social skills. For example, the children take turns to choose the books at story time. The childminder encourages the children to talk about how the characters might be feeling as they learn about emotions. She makes effective use of praise to acknowledge acts of kindness as children interact with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder completes accurate attendance records and has clear procedures to follow if a child is absent to ensure children's safety and maintain continuity of care.

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Curriculum and teaching Expected standard

The childminder monitors children's learning, addresses barriers and implements targeted plans effectively to support all children, including those with special educational needs and/or disabilities, to help them make progress. She provides the children with opportunities to learn new words such as 'tube' and 'spiral', as they play with the shaped pasta. The childminder engages children in conversations throughout the day. However, she does not always give children enough time to respond to her questions before moving on. This does not always allow children time to think about what they wish to say to further develop their thinking and communication skills.

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Curriculum and teaching Expected standard

The childminder uses praise to acknowledge the children's achievements as they engage in activities to enhance their mathematical skills. However, at times, the childminder does not have a strong focus on what she wants to teach the younger children next. As a result, younger children may not benefit as much from the activities.

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Curriculum and teaching Expected standard

The childminder is committed to supporting children as they learn a range of life skills in preparation for school, including understanding emotions and establishing effective hygiene routines. The childminder is aware of the important role outdoor play has in supporting the children's physical and mental health.

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Inclusion Expected standard

The childminder has a clear understanding of the developmental stages and individual needs of the children in her care. She ensures that children are treated as individuals and quickly identifies any concerns or barriers to ensure that all children, including those with special educational needs and/or disabilities, make the progress they are capable of. The childminder works closely with parents and other relevant professionals to help narrow any gaps in learning. This helps her to implement the necessary support for the children. The childminder recognises the importance of developing her own practice, such as completing focused training to help her to recognise and address any barriers the children in her care may be facing. The childminder is aware of the procedure to complete to check if families are eligible to receive any additional funding. She understands the importance of using any funding she receives to support children and help to minimise the impact of any

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Leadership and governance Expected standard

The childminder is aware of the importance of keeping Ofsted informed of any changes in the household and has recently updated this information. She is passionate about her role and recognises the importance of developing her practice to enhance the service she provides to children and their families. For instance, she completes training online to help her develop her knowledge and skills and to ensure that all mandatory training is up to date. She carries out thorough risk assessments and regularly completes fire evacuation procedures to make sure she keeps children safe and meets their needs.

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Leadership and governance Expected standard

The childminder has addressed the recommendations from her previous inspection and recognises the strengths and areas for development within her practice and setting, and she has clear plans in place to address these. She recognises the individual needs of the children within her setting and adapts the environment accordingly. As a result, all children, including those with special educational needs and/or disabilities, benefit from an inclusive learning environment tailored to meet their unique requirements.

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Leadership and governance Expected standard

Parents speak highly of the childminder's professionalism and the support they receive. They like the regular updates on their children's progress, both online and through face-to- face discussions. The childminder has built positive relationships with parents and receives regular feedback to ensure continuity of care for all children.

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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 are happy and eager to engage with the wide range of activities available to them. The childminder has a secure knowledge of each child's interests and next steps in learning. She makes effective use of this information to plan an engaging environment where children are busy and focused on their play. For example, they use toy cranes and diggers to build using the wooden blocks as they engage in imaginative play. The childminder fosters curiosity for all children, including those with special educational needs and/or disabilities, as they play in an inclusive and welcoming environment.

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

The childminder has clear routines for the day. For example, the children know what to do before mealtimes and talk about washing their hands. The childminder makes effective use of these times to reinforce the importance of washing the germs off their hands before eating. The children are learning good hygiene routines as they develop their independence in preparation for school.

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

The childminder has high expectations for children's behaviour and is a positive role model. She praises children for sharing and being kind to their friends. The childminder makes sure she gives children consistent messages to support them as they learn how to interact and take turns with friends. She uses a variety of situations to teach the children about emotions. For instance, they discuss how their friends might feel if they were to take the digger, which they are playing with, away from them. The children are developing new skills and building their confidence as they gain a sense of belonging.

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

The childminder takes the children on a variety of outings to explore the local area. They visit the local shops and library to explore and learn about their community. The children particularly enjoy walks to the woods to explore nature and collect resources to use in their

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About this setting

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

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About this setting

Local authority: Medway play, such as making nature pictures or using leaves and twigs to extend their imaginative play.

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Next steps

The childminder should make sure the activities she plans have a clear emphasis on children's age and stage of development to help ensure that they focus on what the children know and what she wants to teach them next. The childminder should give children more time to think and respond to questions and comments, further supporting them as they develop their ideas and communication skills.

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About this inspection

The inspector spoke with the childminder and the children during the inspection and read letters of reference from the parents.

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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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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. 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

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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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