Childminder

Childminder

Unique reference number (URN): EY252611 Registered with Ofsted: 07/03/2003 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 develop into confident communicators. They have many opportunities to practise their developing speech as they play. The childminder uses songs and stories to teach children new words. She holds lively conversations with children and uses questioning to help them understand the meaning of words. Children know to wait their turn to speak and to listen to others. They use good manners appropriately. Children progress well overall in all aspects of their learning.

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Achievement Expected standard

Children are independent. They follow instructions, such as to help tidy away resources when they have finished playing with them. Children develop attention and focus as they take part in motivating activities. They show determination as they construct towers. All children have the support they need to move on to the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children. She makes sure they understand her rules and boundaries. For instance, children know to bring used hand towels to the washing machine. The childminder offers children ample praise. She has a well-established routine in place. This helps them to feel secure in her care. The childminder teaches children to respect each other. For instance, older children know younger children need more time to think of what to say.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy cuddles with the childminder as they share books or when they feel upset. The childminder is warm and caring, freely offering children the support they need. The childminder knows the children well. She understands what they like to do and play with. The childminder uses children's interests to build on their learning. This helps them to be engaged and motivated and to develop positive attitudes to their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds effective partnerships with parents and carers that encourage them to bring their children to her care. This helps all children to benefit from everything the childminder provides to support their learning.

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Children's welfare and wellbeing Expected standard

The childminder helps all children to settle into her care swiftly. She develops strong bonds with children, which helps them to feel safe. The childminder works with parents effectively to help her understand children's individual needs. She adapts her routines to ensure that children have the time they need to rest, play and learn.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop an understanding of healthy lifestyles. She helps children to learn effective hygiene routines, such as handwashing before eating. The childminder teaches children about staying safe, such as when they have dietary needs. Children benefit from taking part in unhurried and social mealtimes. The childminder supports them well to develop positive manners. The childminder helps children to be physically active. She uses regular outdoor learning opportunities, such as outings to the country park, where children can run, climb and play energetically.

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Children's welfare and wellbeing Expected standard

The childminder provides children with an interesting range of resources to support their enjoyment in learning. She makes her learning environment accessible for all children. This helps them to make independent choices about what to play with.

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Curriculum and teaching Expected standard

The childminder plans a curriculum to teach children the skills they need to move on to the next stage in their education. For instance, children know to use positive manners and develop their social skills to play with others. The childminder has refined her curriculum to adapt to children's individual needs. For example, she places a focus on developing children's communication skills. The childminder introduces children to new words, such as fast, slow and heavy as they race cars down garage ramps. They benefit from hearing stories and learn words to support their mathematical understanding as they play.

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Curriculum and teaching Expected standard

The childminder helps children to develop an awareness of their feelings and emotions. She notices when children need encouragement to keep on trying, such as when building with magnetic tiles. The childminder offers children praise, which helps them to understand what they have done well. However, at times, the childminder does not fully support children to solve problems for themselves. For instance, at times, when children struggle to take turns, she occasionally takes toys away rather than teaching them how to negotiate with one another.

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Curriculum and teaching Expected standard

Children take part in planned activities to develop their physical skills. For example, they manipulate scoops and tongs as they explore a sensory tray. The childminder models and demonstrates to children, helping them understand how to use different tools. Children are motivated to join in and learn.

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Curriculum and teaching Expected standard

The childminder knows what children can do. She makes ongoing assessments to ensure that all children make progress in their learning.

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Inclusion Expected standard

The childminder has a sound understanding of how to identify children who may need extra help for their learning, including those previously known to social care. She builds positive partnerships with parents and carers to find out what children know and can do when they start her setting. This helps her to pinpoint any gaps children may have in their learning or experiences. The childminder understands how to use additional funding to benefit the children in her care. She puts plans in place to ensure that all children have equal opportunities, such as to take part in regular outings.

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Inclusion Expected standard

The childminder assesses and monitors the progress children make in their learning. She adapts her teaching to help all children make progress in their learning. The childminder knows to work with other professionals who are involved in children's care. She understands this supports consistency for children's care and learning. Children take part in a variety of celebrations to help them learn about the wider world. They learn what it means to be unique as well as to develop an awareness of differences. This helps them to understand about diversity and belonging.

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Leadership and governance Expected standard

The childminder understands her strengths and can identify what she can develop further. The childminder has developed and changed her curriculum to meet children's needs and to help them learn a variety of life skills. She offers all children a variety of experiences to help them learn about the wider world. The childminder regularly meets up with other local childminders. This allows all children to play and learn in larger social groups.

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Leadership and governance Expected standard

The childminder has developed a range of strategies since her last inspection to help her organise her setting. This helps her to ensure that she keeps on top of the required documentation. The childminder accesses some local information to help her keep up to date with changes in childcare legislation and practice. However, she does not finely tune her professional development to fully benefit the children she cares for. She has not fully considered how to develop her skills and knowledge further.

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Leadership and governance Expected standard

The childminder readily shares information about children's learning with parents. For instance, she shares daily photos of what children enjoy as they play and learn. This is a strength, and parents comment very favourably about the childminder's effective communication.

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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 enter the childminder's setting confidently. The childminder greets them warmly, and children show they feel safe in her care. They are eager to talk to the childminder and invite her into their play. The childminder knows the children well. She plans exciting activities to engage them in their learning. For instance, children take delight in exploring a sensory activity. They are motivated to play for long periods as they fill and empty containers. The childminder supports children to develop a positive attitude to their learning through plenty of praise and encouragement as they play.

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

Children know what they like to play with and where to find their favourite resources. The childminder ensures that children can freely choose what they want to do and play with. Children can make decisions independently about what to do. The childminder adapts her teaching to meet all children's individual needs. For instance, younger children enjoy sensory books to explore with the childminder as they snuggle in with her on the sofa. Older children listen carefully to longer stories, helping to develop their attention and focus. The childminder teaches children a variety of skills to support them to move on to school.

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

The childminder helps all children to have a voice in her setting. She listens to what they say and takes their thoughts and ideas into account when planning activities for them. The childminder builds positive relationships with parents and values their feedback about their children at home. This helps the childminder to fill any gaps children may have in their experiences and opportunities for learning. She encourages children's regular attendance. The childminder regularly takes children out into the local community to play and learn in a wider social group. Children benefit from many positive experiences in her care. The childminder helps all children to thrive and flourish.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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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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Next steps

The childminder should seek out professional development opportunities to increase her skills and knowledge to be able to support children's learning further. The childminder should support children to develop skills, such as problem-solving and conflict resolution, to help their social skills further.

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About this inspection

The inspector spoke with the childminder 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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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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