Childminder

Childminder

Unique reference number (URN): EY434960 Registered with Ofsted: 26/09/2011 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 has well-established rules and routines in place. This sets high expectations for the children she cares for. For instance, the children refer to the 'house rules' and follow them with good understanding and respect. The childminder has created a harmonious and respectful culture where children are able to show confidence and positive expressions of self-esteem and behaviour. Children are courteous and well mannered. For example, they play collaboratively together, sharing the available resources as they share common interests, highlighting their ability to share.

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Behaviour, attitudes and establishing routines Strong standard

The childminder continuously remains positive by providing explicit praise and pays attention to the children's needs and changing interests, for instance during outdoor play. Children show delight as they play in the sand, access gardening opportunities and use the slide as they play happily alongside each other. Children are content and fully embrace their time with the childminder. As a result, they behave impeccably and demonstrate respect and understanding for their peers and the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder fully supports children and their families by providing a flexible service. This ensures that children can attend when needed, providing helpful childcare solutions and supporting family life.

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Children's welfare and wellbeing Strong standard

The childminder's home is safe and welcoming. Children enter with excitement as they embark on their time with the childminder. Children's hygiene routines are well embedded. They wash their hands at transitional periods to ensure that they stay clean and learn how to prevent germs from spreading. The childminder ensures that children sit at the dining table during mealtimes. She supervises children closely while eating and encourages safer eating practices and routines. Children are encouraged to eat healthily. The childminder explains to the children why eating well is important. Parents say the childminder contributes towards giving their children a healthy and balanced diet with the nutritional food she serves. They comment on how happy their children are, even asking for sessions when care is not needed.

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Children's welfare and wellbeing Strong standard

Children show high levels of independence. They freely access their own play opportunities and know they need to tidy away before moving on. They support younger children in their play and always make sure their peers feel included.

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Children's welfare and wellbeing Strong standard

The childminder ensures that well-structured routines are embedded. Children are motivated and able to adopt healthy and safe habits that contribute to their own emotional and physical health. The childminder mindfully supports children's emotions. She recognises when children may need comfort or times when they need to be regulated. The space she provides for children allows them to rest, play or socialise.

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Achievement Expected standard

Children enthusiastically communicate with each other and the childminder using extended vocabulary. They are exposed to language in many forms. The childminder's positive running commentary enables children to feel listened to and valued for what they say. Children's language acquisition is supported well with referrals to relevant professionals, when needed. The childminder shares her assessments with parents and offers help to narrow any gaps in learning and development. Children who attend the after-school provision talk fondly about their time in school. The childminder wholeheartedly supports their learning by asking what they have been learning at school. She considers their interests and platforms learning opportunities to help the children to engage in extra- curricular learning, such as gardening. Children embrace growing their own flowers and take ownership of caring for them. This allows children to acquire new knowledge and build on

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Achievement Expected standard

what they already know while sharing a common interest. While most children make progress, there are occasions when parental involvement is limited, meaning not all children's learning is yet fully supported to ensure that they thrive in all aspects of their development.

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Curriculum and teaching Expected standard

The childminder demonstrates a good understanding of the early years foundation stage. She places an emphasis on using children's interests to deliver learning opportunities and provides age-appropriate challenges to help children learn. For example, children actively engage in a mathematical task outdoors. Children excitedly collect balls of their colour choice to fill a container, while being timed. Children then count the balls to determine who has the most. Children's counting and comparative language is developed while collaboratively working alongside one another. This helps children to progress socially and academically. The childminder uses screening assessment methods to check children's understanding and stages of development. She implements strategies to help children to acquire new knowledge and embed what they already know.

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Curriculum and teaching Expected standard

The childminder successfully supports children who speak English as an additional language. She recognises that children learn in different ways and provides valuable resources to support learning, such as books to support different cultures and languages. While the childminder supports children well, overall, there are occasions when reduced engagement with some families means that children's individual starting points, interests and home experiences are not yet fully understood. This limits the childminder's ability to tailor the curriculum precisely to all children's needs.

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Inclusion Expected standard

The childminder promotes inclusive and fair practice. She views all children equally and understands that any barriers to their learning, development and wellbeing should be treated sensitively and individually. The childminder knows the children she cares for very well. She understands the importance of including all children regardless of any barriers or children's needs. This includes children with special educational needs and/or disabilities. The childminder has a sound understanding of how to support all children and recalls examples of past children in her care. Gaps in children's learning are quickly identified and shared with parents. This ensures that children receive the best and most appropriate support. The childminder accesses regular training to equip her with knowledge of how to support children who may face barriers to learning and the graduated response that is required. This shapes the support for children.

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Inclusion Expected standard

The childminder identifies barriers that may impact children's wellbeing and ensures that she offers a service that is adaptable to meet the children's family and their needs. For instance, she is flexible in the care and times she provides to cater for parents' childcare needs and is sensitive to family dynamics.

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Inclusion Expected standard

While the childminder works closely with most families to identify and reduce barriers, engagement with some parents to ensure that all children's needs are fully understood and supported is not yet consistently effective.

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Leadership and governance Expected standard

The childminder ensures that all mandatory training is up to date. This equips her to carry out her role successfully.

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Leadership and governance Expected standard

The childminder has a clear vision and ambition for all children. She endeavours to provide opportunities for them to thrive and develop, especially morally and emotionally. Her patient, respectful and kind nature provides a positive role model platform for children to learn from.

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Leadership and governance Expected standard

Partnerships with parents are well established. The childminder gathers regular feedback regarding their children's welfare and wellbeing. She offers flexibility and compassion, which supports children and their families' varying needs and circumstances. Children are content and given opportunities to fulfil their desires. For instance, children's interests and play needs are fully supported and facilitated. The childminder understands the continuous need to update her professional knowledge and training so she can support, teach and scaffold future learning. While the childminder has built good partnerships with parents and families to identify and reduce barriers, additional strategies are needed to engage all parents to further support their children to achieve the very best start in life.

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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 welcomed with warmth and compassion into the childminder's family home. They are familiar with expectations and routines. For example, children take off their coats and shoes and wash their hands on arrival. This shows high levels of respect and an understanding of developing their own independence.

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

Children excitedly access the resources on offer and environment around them. The childminder provides opportunities for outdoor play in her large, safe and well-equipped garden. Children have ample space to exercise, play and engage in activities to support

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About this setting

Registration date: 26/09/2011 their emotional and physical health. For instance, children are invited to participate in an egg-and-spoon race. This creates challenge and enjoyment while promoting opportunities to develop physical skills.

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About this setting

The childminder sets out her expectations from the start, which teaches children the importance of treating others with care and respect. She is sensitive to evolving children's and family needs. This offers a flexible and high-level caregiving service that parents comment on being 'wholesome and reliable'.

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About this setting

Children demonstrate positive attitudes towards looking after their environment and engage in collaborative play and social gatherings. For instance, they help each other to tidy up before transitioning to mealtimes and politely engage with one another while sat round the dining table. Children naturally use their manners to thank the childminder for their food and respond with glee when she praises them.

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Next steps

The childminder should consider different strategies to positively engage with parents, including those harder to reach, to ensure that all children thrive in all aspects of their development.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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