Childminder

Childminder

Unique reference number (URN): EY433026 Registered with Ofsted: 15/09/2011 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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Behaviour, attitudes and establishing routines Strong standard

The childminder positively supports children's learning, development and care. Children attend well, and there is a continuous focus on helping parents understand the importance of attendance. For example, the childminder persistently shares information with parents to explain the significance of early years. This has a positive impact on both children's learning and parental support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder fosters respectful relationships with the children. She creates an environment of kindness and respect. Children reliably demonstrate good manners, such as saying 'please' and 'thank you' at mealtimes and when receiving help. Children also independently apologise to others. They ask how they feel if they knock someone over by accident. As a result, children have consistently positive attitudes toward each other.

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Behaviour, attitudes and establishing routines Strong standard

Older children also support their younger peers. For example, they share a book together, naming objects they find while younger children listen attentively. This encourages the development of positive relationships among children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places strong emphasis on developing children's listening skills. She provides gentle reminders to support attentive listening. This approach has a positive impact on children's preparation for the next stage of learning. The childminder consistently promotes positive behaviour. She encourages children to wait for each other and stay together, as well as taking turns.

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Children's welfare and wellbeing Strong standard

The childminder supports children's understanding of healthy eating. She consistently encourages them to make healthy choices and drink plenty of water. For example, she explains, 'When we eat our vegetables, we get vitamins and can use our big muscles.' Children can also understand that they can be strong when they make healthy choices. This demonstrates their understanding of the food and its importance. Children are offered healthy, balanced meals, and the childminder keeps parents informed about the importance of a nutritious diet.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. Children have space to stretch and relax during transitions. The childminder encourages children to take a deep breath and relax. This has a beneficial impact as children learn to regulate themselves. The childminder provides reassurance and continuous praise to support children's wellbeing.

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Children's welfare and wellbeing Strong standard

Hygiene is also a key part of the daily routine. Children wash their hands before snack and discuss why handwashing is important. They show understanding of the rationale, saying things like, 'My hands are sticky. I need to clean them.' Children also enjoy singing the childminder's handwashing song as they wash their hands independently.

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Children's welfare and wellbeing Strong standard

Children are reminded to eat slowly and wait before having another piece of fruit. This promotes safety and encourages positive social skills.

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Inclusion Strong standard

The childminder uses assessments regularly to identify children's individual needs and any gaps they may have in their learning. This leads to improved outcomes for vulnerable children and children with special educational needs and/or disabilities. For example, the childminder works with other professionals and takes prompt action to reduce barriers to children's learning. She continuously monitors children's development, ensuring they are making progress.

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Inclusion Strong standard

The childminder liaises regularly with children's health visitors, and she collaborates with the local children's centre and local schools. She proactively attends local meetings with other professionals working with children and provides updates on their progress. The childminder shares information with parents that helps to support their learning at home. In addition, she shares information with parents whose children do not attend every day. She gathers updates about how they are progressing at home, which she uses to inform planning in the setting.

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Inclusion Strong standard

The childminder also supports parents to access additional funding that they are entitled to and guides them on how to use it effectively. For example, she helps parents identify resources that will benefit their children's individual needs. This has a positive impact on all children's learning, development and wellbeing, particularly for children who face barriers to their learning.

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Achievement Expected standard

Most children are typically given the support they need to be ready for the next stage in their education. However, inconsistencies in how some areas of development are supported mean that some children do not achieve as well as they could, particularly in the speech and language curriculum.

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Achievement Expected standard

Children make progress from their starting points. For example, children who previously lacked confidence can now proudly show what they have drawn on a board. This shows children's pride in their achievements. Some children are also able to communicate their needs by guiding the childminder to what they want, while others can independently ask to use the toilet when needed. This supports children's readiness for the next stage of learning. Additionally, children who speak English as an additional language are beginning to initiate interactions with adults, for example by starting simple games such as 'peekaboo'. This reflects growing confidence and social skills. Children also show good listening skills. They work as a team to tidy up the resources before transitions. This helps them understand the importance of caring for their environment.

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Curriculum and teaching Expected standard

The curriculum for mathematics is well embedded. Children can identify shapes and use mathematical language, such as 'oval' and 'square'. The childminder takes advantage of the park opposite the setting. She understands the importance of promoting children's gross motor skills. Children spend plenty of time outdoors. They play throwing and catching games. They use the slide and they explore other equipment, which gives them opportunities to have a go.

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Curriculum and teaching Expected standard

Children have free access to books and can read independently. Even young children confidently turn pages and handle books with care. They develop fine motor skills and independence by using knives to chop their bananas. While doing so, they use mathematical language to describe their progress. For example, they say, 'I ate it all; there is none left.' This supports both their mathematical understanding and practical life skills.

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Curriculum and teaching Expected standard

The childminder uses various assessment tools to monitor children's speech development and shares these with parents. At times, she adapts her practice well to give children time to think and respond. However, this is not always consistent for all children. For example, the childminder sometimes focuses her teaching on introducing new language before making sure they have the underlying knowledge to build on. This can hinder children's education success.

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Leadership and governance Expected standard

The childminder is adaptive and responsive to children's individual needs. She always works closely with local agencies, often going above and beyond to support all children, including those with special educational needs and/or disabilities, and their families. She follows advice from the professionals involved with the children. This supports children to thrive as they anticipate what is coming next. The childminder's previous experience of working in a special educational needs school has greatly informed her practice. In addition, she invests time and effort in her continuous professional development. This leads to improved outcomes for children, as they are supported by a proactive educator.

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Leadership and governance Expected standard

Parental engagement in the setting is positive and consistent. Parents feel confident leaving their children in the childminder's care. They always feel fully informed and reassured about their child's wellbeing. Parents describe the setting as a 'welcoming, safe, and nurturing environment'. Parents value the thought and effort that goes into meeting each child's needs. They note that their children's communication and language skills have progressed significantly.

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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

Children are well settled and eager to attend the setting. They walk happily to the childminder's home. Children form warm and secure relationships with the childminder. They settle quickly on arrival. The childminder promotes effective two-way communication with parents to support children's development. She actively promotes children's regular attendance. She ensures parents understand the importance of early years education.

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

Children follow the setting's routines well. They enjoy their learning, eagerly sharing their experiences with the skilful childminder. For example, children talk confidently about their visit to the safari park and the different animals they saw.

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

All children, including those who face barriers to learning and those with special educational needs and/or disabilities, are fully supported in the setting. The childminder knows the children well. She plans learning experiences based on their individual interests. Children make effective progress from their starting points. For example, children who previously struggled with their speech can now speak in full sentences. They confidently hold conversations with their peers and the childminder.

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

The childminder supports children in learning important self-care skills. For example, children are encouraged to wash their hands independently. They also put on and take off their jackets by themselves. This has a positive impact, as it supports children's independence. It also helps prepare them for a smooth transition to school.

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

Children are confident and enjoy their time in the setting. While drawing on individual boards, they confidently name shapes. Children can give meaning to their marks as they talk about their families. For example, one child proudly says, 'This is my daddy.' These experiences support children's emotional development. It also helps them develop a strong sense of self and awareness of their families.

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

Story times are engaging and enjoyable. The childminder captures children's attention by changing her intonation. She skilfully uses sounds, such as dinosaur noises. Children enthusiastically join in by stomping their feet. They copy actions, which further supports their engagement and enjoyment.

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

The childminder actively supports children's mathematical development by introducing numbers and shapes. She also uses size-related vocabulary like 'big wings' during story time. Children are encouraged to participate by filling in gaps during stories. This supports their literacy development.

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Next steps

The childminder should focus her teaching on what children need to learn next, particularly in their speech and language to enable them to fully excel in their communication development.

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About this inspection

The inspector spoke with the childminder, parents and children 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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.

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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

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 .

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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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