Childminder

Childminder

Unique reference number (URN): EY416037 Registered with Ofsted: 08/02/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children develop skills and knowledge from their starting points and experience a range of opportunities that extend their knowledge. Children answer purposeful questions to help them to embed new learning. For example, when a child correctly names bubbles for the first time, they smile and show delight in repeating the word in play as they see more bubbles. They benefit from multiple opportunities to develop new skills, such as cutting fruit for snack, with increasingly more intricate requests, such as cutting in halves or in quarters. Children who start with limited English language development are observed to have mastered many new words and have developed a deeper understanding of English.

p.2

Achievement Strong standard

Children are well supported on their learning journey and are ready for school. The transition is positive, and they have the skills needed, such as social skills, to help them to build friendships. They show high levels of confidence and self-awareness, which allows them to be ready for learning. Older children who leave to go to school continue to attend after- school sessions, which provides them with a secure base. They enjoy supporting younger children and show delight when they teach them new skills.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children understand the rules of the setting. They show awareness of tidying away when they have finished an activity before eagerly getting out the other resources. Children ask for resources to re-enact prior learning, such as using a tunnel to make a cocoon for a caterpillar. The childminder treats children with respect. She helps them to understand their own emotions and those of their friends. Children develop secure friendships and relationships as a result.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are given age- and stage-appropriate choices, such as what fruit to chose for snack time. They develop confidence as they are supported to make decisions for themselves. The childminder offers targeted and purposeful praise, which helps children to understand what they are doing well. Clear and respectful interactions are modelled, and, as a result, children play happily together. They delight in turn-taking with minimal support because they have learned these important social skills. Children wait for each other to finish playing and share resources and toys well, offering each other praise with a smile and a clap of the hands.

p.2

Behaviour, attitudes and establishing routines Strong standard

Attendance is closely monitored, and children arrive ready to learn and eager to start their play. The childminder has solid awareness of the need to develop positive attitudes to school attendance and often talks to the children about the joy of learning. This helps all children, but in particular older children who may need more encouragement. Where there may be barriers to understanding and managing school routines, the childminder supports families very well, resulting in positive experiences as children move on to school.

p.2

Children's welfare and wellbeing Strong standard

Children feel safe and welcomed because the childminder builds positive relationships from the start. Clear procedures ensure that children are at the heart of practice. The childminder strives to create a home-from-home experience to support and nurture children from the very start of their journey with her. Daily outings help to embed this sense of belonging for children. They enjoy buying food from local shops and visiting local groups to play with friends. They ask where they are going as part of their day and recall visits to parks on their way to school.

p.2

Children's welfare and wellbeing Strong standard

Children are encouraged to understand the importance of healthy lifestyles. They warm up their muscles each morning and delight in using their whole body to move to music. They giggle and wiggle their bodies in time to songs, bending and stretching and clapping their hands. They show independence in washing their own hands, pouring water and cutting fruit, for example.

p.3

Children's welfare and wellbeing Strong standard

Interactions between children and the childminder are extremely positive. Children settle on her lap and snuggle in for a story when they start to get tired. The daily routines are well considered and adapted to support children's differing emotional needs. Parents and carers recognise that this has a very positive impact on all children's emotional wellbeing.

p.3

Children's welfare and wellbeing Strong standard

The childminder supports children's understanding of the world around them and how to recognise ways to keep themselves safe, such as when crossing the road. They understand about rules in the playground, and the older children role model safe behaviours.

p.3

Curriculum and teaching Strong standard

Children have a range of experiences during their time with the childminder. The curriculum is ambitious and includes varied learning opportunities indoors and outdoors. The childminder continually adapts and refines her approach to ensure that all children access opportunities for learning. She uses assessment well to understand children's levels of development and individual learning needs. She understands that some children, such as those with learning barriers, may need to learn and play in smaller groups to develop their confidence with others, for example. This approach ensures that children's personal, social and emotional needs are met. She encourages children to develop their social skills as they learn to play together.

p.3

Curriculum and teaching Strong standard

Learning is well sequenced, and the childminder has excellent knowledge of child development. She ensures that experiences take into account children's abilities and interests. For instance, she adapts plans for the day to better reflect and support children's specific interests. She turns motor-skills activities into engaging and interactive story sessions when children request their favourite story, for example. They squeal in delight as they repeat known words, predict what comes next and repeat when the childminder adds new words, such as 'jumpy' and 'fierce'.

p.3

Curriculum and teaching Strong standard

Children show secure understanding and interest in mathematical concepts. The childminder builds on this by introducing size and positional language, such as 'inside' and 'on top'. The childminder shows a clear awareness of how to sequence learning and understands the need to revisit concepts such as colours and shapes to consolidate knowledge. Children have plentiful opportunities to enhance their physical development skills through daily walks and opportunities to move their large muscles. They also enjoy

p.3

Expected standard

strengthening their finger muscles with play dough and using tongs to pick up small pom- poms.

p.4

Inclusion Expected standard

Children's needs are identified when they start. The childminder takes the time to get to know what children can do and already know before planning purposeful activities and experiences. She uses her knowledge of how children learn in order to address any barriers to learning, such as speech and language concerns. For instance, the childminder uses a variety of communication strategies alongside promoting a love of books to help children develop language skills. Local authority support is sought for children who may need additional help, which ensures that interventions are timely and secure.

p.4

Inclusion Expected standard

Regular and appropriate observation and assessment are used to ensure that children continue to develop well. Discussions with parents and carers support learning as well as communication with other education providers such as local schools for older children.

p.4

Inclusion Expected standard

The childminder participates in regular and meaningful training to support her teaching. For example, when children display certain behaviours the childminder undertakes appropriate training, such as around schemas, to support her understanding. She actively encourages children by providing a range of resources, such as for throwing and catching.

p.4

Leadership and governance Expected standard

Self-evaluation is an integral part of the childminder's provision. She identifies some areas of strength and development and uses these to plan next steps for the setting. She undertakes regular training to update her knowledge. This is especially useful when focused on children's individual needs.

p.4

Leadership and governance Expected standard

Some feedback has been gained from parents and carers, but this is not consistently sought and obtained to inform improvement for the provision on a regular basis. The childminder also understands how to include children's ideas and opinions to support further development going forward. She has children's interests in mind at all times and is particularly mindful of children and families with barriers to learning and wellbeing.

p.4

Leadership and governance Expected standard

Parents recognise the focus the childminder places on children's learning experiences. They are grateful for the impact her teaching has, especially when sharing her passion for healthy lifestyles. Parents are delighted in their children's new love of vegetables, especially broccoli, for instance. The childminder understands that continuous and even further improvements to evaluative processes and partnership working will help to promote even better outcomes for children. However, her in-depth understanding of children and how they learn means that children's care and learning are of an excellent standard, and their progress and achievement are rapid.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel confident and safe in the nurturing space. The childminder gathers pertinent information from parents and carers when children start in order to understand what they already know and enjoy. This helps her to support their needs and ensures that they settle quickly. She supports attendance well from the outset. The childminder creates exciting and purposeful opportunities and experiences for children to build on their knowledge across all areas of learning. All children develop new skills through opportunities to practise and refine their abilities, such as when they cut fruit and talk about halves and quarters. Children make

p.5

About this setting

Unique reference number (URN): EY416037 excellent progress in their learning as a result of skilled teaching and a well-considered and tailored curriculum.

p.6

About this setting

Community facilities are used on a daily basis, such as local parks, toddler groups, libraries, zoos and farms. Outings are built into the daily routine, and children often ask where they are going today when they have finished their morning snack. Relationships between the childminder and children are positive. They enjoy spending time with each other and rapidly build secure social skills. They laugh and play together and learn the positive impact of turn- taking and sharing.

p.6

About this setting

The childminder uses her knowledge and skills to build a safe and stimulating environment for children to learn and play. They have clear boundaries and routines, which helps them to know what is expected. They confidently navigate the space, knowing where things belong when tidying away. Children understand what comes next in their day and follow familiar routines. For instance, when told it is snack time, they wash their hands, get their plates and go to the table. Well-structured routines are embedded in practice, helping children learn the skills they need as they prepare for the next stages of their education.

p.6

Next steps

The childminder should gather regular ongoing feedback to strengthen evaluations of provision to promote the best outcomes for children even further. The childminder should strengthen partnership working to promote consistency of all children's care and learning even further.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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. Type: Childminder

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8