Childminder

Childminder

Unique reference number (URN): EY478539 Registered with Ofsted: 03/07/2014 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 gives the highest priority to children's happiness and wellbeing. Children are very well cared for. The childminder places a high emphasis on getting to know each child and their family superbly from the outset. She offers parents and carers the opportunity for her to visit them in their own home to help build early bonds. Settling-in arrangements are bespoke to meet the individual needs of every child. The childminder works in very close partnership with parents to replicate the routines that children are familiar with at home. She successfully implements any adaptations in the finest detail. This supports children to swiftly settle and feel secure in the childminder's nurturing care.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop an early awareness of how to stay safe using the internet while using a digital device. She demonstrates how the internet can be used safely to find out relevant information in response to children's questions. The childminder teaches children how to care for their peers by helping them to discuss their feelings. Children are highly independent for their age. They manage their own self-care and follow a robust hygiene routine. The childminder has an excellent understanding of how to promote healthy lifestyles in children. She teaches children the importance of healthy routines, such as brushing their teeth twice a day. The childminder provides healthy and nutritious meals. She talks to children about how each ingredient is 'kind to their tummy' and why. The childminder shares recipes for the meals that children relish with parents. This helps to extend healthy eating habits at home.

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Achievement Expected standard

Overall, all children, including those who face barriers to their learning, make progress from their starting points across all areas of learning, although there is scope for them to make even better progression in some aspects of mathematics. They enjoy participating in a rich selection of activities and experiences that help prepare them well for their next stage in learning. Children build on their communication and language skills as they frequently join in with songs, practise new words that they learn and listen attentively to stories that the childminder brings to life. Children excitedly choose a book to take home to share with their parents and carers. This continues to foster their love of books and early literacy.

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Achievement Expected standard

Children achieve increasing independence. They confidently fasten themselves into their booster seats, learn to carefully pour water from a jug and drink from an open cup.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour while fully considering their stage of development. She acknowledges children's achievements and uses praise to motivate children to act in positive ways. Children understand what is expected of them. For instance, they eagerly help the childminder to tidy away the resources they have finished playing with. This helps children to develop respect for their environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She consistently uses good manners when speaking with children. This motivates them to do the same. The childminder takes children to organised groups, such as rhyme time at the local library. She uses these experiences to help children to develop relationships with larger groups of children and strengthen their early language development. Children show that they are familiar and comfortable with daily routines. They know to collect their own outer clothing before going outdoors and persevere to dress themselves. The childminder readily adapts routines to meet the needs of all children. She actively promotes the importance of regular attendance. The childminder has clear arrangements in place should children not attend when expected.

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Curriculum and teaching Expected standard

The childminder monitors children's progress and determines what they need to learn next through a balanced curriculum. This helps children to make progress. Children benefit from visits to the local church where they mix with older members of the community. This deepens their understanding of empathy and respect towards others. The childminder broadens children's vocabulary and sensitively supports their correct pronunciation of words.

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Curriculum and teaching Expected standard

The childminder ensures that children develop competent physical skills. She uses visits to soft-play centres and parks to help children to develop strength and stamina. However, on occasion, the childminder does not use a fully sequenced approach to teach mathematics. For example, when she encourages children to count and compare the size of objects, the childminder does not always ensure that children's existing knowledge is securely embedded before introducing new learning. This means that children do not consistently develop an accurate understanding of quantities when counting or when they compare sizes.

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Curriculum and teaching Expected standard

The childminder knows the children in her care well and recognises that some are less confident engaging in sensory activities. While she makes some adaptations to encourage participation, the childminder is sometimes quick to clean children's hands when they show a mild dislike. As a result, opportunities to gradually build children's tolerance, resilience and confidence in these activities are not fully supported.

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Inclusion Expected standard

The childminder knows children well. She understands that all children are unique individuals with different needs that may change over time. When children begin attending, the childminder gathers a wealth of information from parents and carers about children's preferences, needs and what they know and can do. She uses this information, alongside her own observations and assessments, to help identify any gaps in children's learning and development and where they would benefit from more support. The childminder works in partnership with parents and refers children to other professionals as appropriate.

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Inclusion Expected standard

The childminder completes specific training and carries out research to broaden her professional knowledge to support any children with a delay in their development, such as communication and language skills. She has a secure understanding of how to implement strategies, such as the use of visual prompts and recordable buttons throughout the setting. This enables all children to communicate their needs independently. The childminder's use of simple sign language alongside clear verbal modelling strengthens children's understanding and expressive language. This promotes children's confidence and inclusive communication for all children that enables them to make progress from their starting points. The childminder works in close partnership with the schools that children transition to. This supports continuity of progression and a smooth transition for all children.

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Leadership and governance Expected standard

The childminder regularly reflects on the effectiveness of the provision she offers children. She has recently streamlined her workload and has clear plans in place to continue to further enhance her provision and practice to consistently embed a sequenced curriculum. The childminder completes a wide range of professional development opportunities, including local authority initiatives. These are targeted to support the individual needs of children in her care, particular those who face barriers in their learning. The childminder generally applies this learning effectively to implement strategies and strengthen her practice. She is yet to refine this to consistently build on some aspects of teaching mathematics and supporting children to be confident in all activities.

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Leadership and governance Expected standard

The childminder shares photos of children's achievements with parents and keeps them well informed about children's next steps in learning. She shares ideas and invites parents to borrow resources to support children's learning at home. Parents regularly contribute updates about their children's achievements and experiences at home. The childminder uses this information to complement the curriculum. Parents hold the childminder in high regard. They value her professionalism and passion to provide the best for their children. The childminder works in partnership with other professionals at settings that the children attend to support their continuity of learning.

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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 relaxed and happy in this nurturing and family-centred environment, where they show that they feel safe, valued and confident. They smile with delight as they independently sing familiar nursery rhymes and songs that they have previously learned.

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

Children explore and learn enthusiastically through a wide range of activities and experiences that reflect their individual interests and learning needs. This is because the childminder invests time to understand each child through partnership with parents and carers and her own observations. Children benefit from a curriculum that introduces them to new and meaningful experiences and prepares them well for their next stage of learning. Teaching is adapted so that all children, including those who may face barriers, are able to take part fully. This supports children well for their next stage of learning.

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

Children enjoy looking at photos of themselves and their friends with the childminder and they recall previous experiences. They talk fondly about friends who are not present. This supports their sense of belonging and emotional security. Children show warm and positive bonds with the childminder. They develop a broad range of social skills through regular participation in organised group activities with the childminder, other childminders and the children in their care. This also supports children's awareness of different cultural backgrounds, where they foster an appreciation of diversity.

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

Children develop a love of books. They listen intently to the childminder read stories, which she skilfully makes interactive. Children learn the sequence of stories as the childminder encourages them to turn the pages from left to right. They eagerly search for the real exotic fruits in the basket that match the fruits they see on the pages. Children learn new words, such as 'prickly', as they touch the crown and spiny leaves of a pineapple. The childminder

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About this setting

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

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Facts and figures used on inspection

informs parents of the importance of their children's attendance from the outset and offers solutions to support positive attendance.

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Next steps

The childminder should take a more focused approach to supporting children to embed their understanding of mathematics through a sequenced approach, particularly around size and quantities. The childminder should further enhance practice to enable all children to build confidence in all activities, such as sensory experiences.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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