Childminder

Childminder

Unique reference number (URN): EY437636 Registered with Ofsted: 26/10/2011 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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Inclusion Strong standard

The childminder fosters strong partnerships with parents and other professionals who are involved in children's learning, such as special educational needs and disabilities coordinators. This provides a highly collaborative approach to supporting children who have special educational needs and/or disabilities (SEND). Rigorous assessments mean that gaps in children's learning are identified promptly and referrals made swiftly. Ongoing strong communication between the childminder and specialists means children's changing needs are continuously met and supports them in making sustained progress from their starting points.

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Inclusion Strong standard

The childminder instigates strong working relationships with other leaders and staff at settings that children with SEND attend. They communicate daily and attend support meetings and training events as a team that is focused on the child. These highly effective relationships and shared strategies have a positive impact on children's progress and wellbeing. For example, children transition well between settings, maintaining their understanding of expected and appropriate behaviours.

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Inclusion Strong standard

Throughout the day, the childminder adapts her approach to ensure that all children have access to appropriate routines and effective teaching. For example, mealtime routines reflect children's experiences from home while introducing them to expected behaviours. This supports children who are new to the setting to settle well and engage.

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Achievement Expected standard

On the whole, children communicate confidently with one another and their childminder. Group play sessions allow children to practise these skills in larger groups that mirror those they will experience in their next stage of learning.

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Achievement Expected standard

Children have a positive attitude to their learning, engage well in play and follow the routines of the setting well. For example, older children know to clear away toys when they hear their tidy-up song. Children behave well, cooperate with their friends during group activities and are beginning to navigate disputes in play independently.

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Achievement Expected standard

Children with special educational needs and/or disabilities leave the childminder's setting with the skills required to thrive in their new environments. The strong attachments they form with the childminder and her co-childminder mean they are confident, resilient and ready to take on new challenges.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well, are polite and demonstrate kindness towards others. The childminder supports children to develop these positive attributes by embedding teaching during play and routines. For example, children display good manners during mealtimes. The childminder is a good role model, consistently showing respect and kindness to adults and children in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children of different ages and stages of development generally cooperate well in play. Older children are learning to show tolerance and understanding towards their younger friends who want to join in their games. The childminder is always on hand to offer practical and emotional support. For example, when babies want to knock down the towers their older friends have made, the childminder supports children to create new games that they can both enjoy.

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Behaviour, attitudes and establishing routines Expected standard

Relationships with families are supportive and respectful. This allows the childminder to have frank and honest discussions around punctuality and attendance. Parents are supported to understand how this will prepare the entire family for the new routines they will experience when they start school.

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Children's welfare and wellbeing Expected standard

Mealtimes provide children with the skills that will prepare them for school, such as good manners and an understanding of their personal safety. Children sit together with the childminder around the table. This allows her to monitor children's safety, in particular that of babies who are currently exploring new textures and tastes in their diets.

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Children's welfare and wellbeing Expected standard

Children swiftly form close attachments to the childminder. Babies who are very new to the setting seek her out and find comfort and reassurance with her in their new environment. Older children share jokes with their childminder and clearly enjoy their company.

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Children's welfare and wellbeing Expected standard

Children are learning to keep themselves and others safe. They understand how routines such as picking up toys after play will reduce trip hazards for others. This knowledge supports children's safety and prepares them for expected behaviours at school. However, the childminder does not always support older children to manage appropriate hygiene routines such as nose wiping with the same high level of independence.

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Children's welfare and wellbeing Expected standard

Children are beginning to recognise their emotions and express themselves appropriately. The childminder makes this a focus in her teaching, as many children will be transitioning to school shortly where these vital skills will be required. She uses books, activities and discussions to support children in developing emotional fluency and the ability to express their feelings appropriately with adults and children.

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Curriculum and teaching Expected standard

The childminder is committed to enhancing practice and typically delivers an ever- developing curriculum based on children's evolving needs. For example, the childminder's current focus is on supporting children's emotional fluency and the impact their feelings may have on their behaviours. She understands how this will support older children in their upcoming transitions to school.

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Curriculum and teaching Expected standard

Children demonstrate a deep enjoyment in books. They explore them independently and with their childminder during story time. The childminder fosters this interest by ensuring her collection of books is aimed at all ages of children and caters to their varied interests. She understands how enjoying stories will promote children's early literacy skills.

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Curriculum and teaching Expected standard

Children's communication skills are a focus of the childminder's teaching. She embraces opportunities to hold discussions with children and generally allows them sufficient time to respond and practise their language skills.

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Curriculum and teaching Expected standard

The childminder focuses her teaching on children's current interests, as she understands this is how they learn best. For example, children explore mathematical concepts such as size, shape and colour by creating homes out of blocks for models of their favourite cartoon characters.

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Leadership and governance Expected standard

Partnerships with other professionals involved in children's care and learning are respectful and supportive. Children with special educational needs and/or disabilities benefit from a highly collaborative approach to supporting their wellbeing and learning. The childminder shares appropriate information with other settings that children attend. For example, the consistent emotional and behavioural support children receive means that they transition well between environments.

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Leadership and governance Expected standard

Partnerships with parents are close and respectful. The childminder considers ways to adapt her communication to ensure that parents engage well and share vital information about children. This is particularly robust when supporting children who are new to the setting. The detailed information the childminder gathers is considered when creating an environment that supports babies and young children to settle well and feel safe.

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Leadership and governance Expected standard

The childminder typically reflects well on her setting. She evaluates the care she provides through discussions and feedback from parents and ongoing professional narrative with other childcare providers. On the whole, this allows her to support the changing needs of children who attend. For example, her current focus is on providing appropriate support for children's emotional development prior to their move to school.

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Leadership and governance Expected standard

The childminder is committed to enhancing her own skills and knowledge through additional training programmes. She considers the needs of children and families when selecting appropriate courses that will enable her to provide appropriate care and support.

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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 enjoy the time they spend with the childminder and co-childminder. They feel safe and secure, forming nurturing bonds and close attachments. For example, children readily seek out the childminder for affection and delight in the praise they receive.

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

Children's learning and wellbeing, including that of children who have barriers to their learning and those with special educational needs and/or disabilities, are developed well because the childminder makes effective use of links with parents. For example, the childminder encourages daily communication between herself, parents and other settings

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About this setting

Register(s): EYR, CCR, VCR that children attend. They share children's learning objectives, changing interests and events that may impact children's emotional wellbeing.

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About this setting

Children engage well in activities that focus on their interests and develop their learning. For example, they confidently count out coloured blocks in a construction activity before building on this knowledge to complete simple sums. The childminder supports this sequenced learning well through robust assessments. This allows her to have a precise understanding of children's abilities and support their progress well during play.

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About this setting

Children are prepared for their next stage of learning. They are confident, independent and understand boundaries and expectations within the setting. For example, children self-select resources to explore throughout the day and happily tidy away after themselves when they hear their tidy-up song. The childminder encourages punctuality and attendance, working with parents to support their understanding of the need to establish these routines.

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Next steps

The childminder should consider ways to further promote older children's independence in managing hygiene routines in preparation for their next stage of learning.

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About this inspection

The inspector spoke with the childminder, co-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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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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