Childminder

Childminder

Unique reference number (URN): EY407068 Registered with Ofsted: 29/04/2010 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

There is a clear, structured routine in this setting that children follow with confidence. Children form secure, trusting relationships with the childminder. They affectionately seek her out for reassurance and are keen to involve her in their play. The atmosphere is calm and purposeful as children enthusiastically explore a wide range of well-organised resources. The childminder ensures that children of all ages can access her curriculum. She supports younger and less able children to join in activities. The childminder works collaboratively with parents to promote regular attendance and reinforce its positive impact on children's progress.

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Behaviour, attitudes and establishing routines Strong standard

Children understand that the childminder has clear expectations for behaviour. Children learn how to share, take turns and show respect for each other and resources from an early age. The childminder is an excellent role model. This results in children spontaneously demonstrating lovely manners. Children respond positively to the childminder's consistent encouragement. The childminder is quick to praise children for their efforts and to congratulate them on their achievements, which supports children's confidence and emotional wellbeing. Children develop a strong belief in their own abilities and are very well prepared for future learning. They can resolve their own conflicts by agreeing to share and take turns.

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Achievement Expected standard

All children make expected progress from their individual starting points because support is appropriately matched to their needs. While children develop the secure foundations, positive attitudes and increasing levels of independence that prepare them well for the next stage of their education, including their move to nursery or school, children have the potential to make further progress when interactions are consistently turned into learning opportunities.

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Achievement Expected standard

Children show enthusiasm and curiosity as they explore a range of activities and experiences. They gain confidence, develop new skills and show sustained interest in their play. Children make secure progress in their personal, social and emotional development, learning to manage their feelings, play cooperatively and build positive relationships with others. Children develop their communication and language skills well, listen attentively and communicate their needs clearly. Their physical development progresses as they build strength, coordination and control through varied opportunities indoors and outdoors.

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Achievement Expected standard

Children achieve well as they are engaged in learning. The childminder follows children's interests and makes learning fun. For example, as children work on mathematics by counting frogs, they have fun splatting the toy frogs that sit on their shaving foam lily pads and work on their communication and language as they sing 'Five Little Speckled Frogs'.

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Children's welfare and wellbeing Expected standard

Well-embedded routines support children in developing independence and essential life skills. The childminder has high expectations, and children follow good hygiene practices with confidence. Children take responsibility for personal care tasks suited to their age and abilities. The childminder works closely with parents to encourage toilet training in readiness for starting school. Children know what is expected of them and help to tidy away the toys they have been playing with before starting another activity. This encourages children's independence while fostering respect for their belongings and the environment.

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Children's welfare and wellbeing Expected standard

The childminder actively encourages children to make choices and listens to their ideas and views. As a result, children feel valued and show growing confidence. Children enjoy being active and developing their physical skills. They are eager to play in the garden, where they explore a wide range of resources. The childminder guides children to take manageable risks. With her sensitive support, children build resilience and confidence in their abilities. The childminder supports children in understanding and expressing their feelings and emotions and provides regular opportunities for them to practise these skills. The childminder responds quickly to children's needs and offers comfort, praise and reassurance when needed. Children are provided with healthy nutritious food and are taught the importance of good oral hygiene.

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Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and how to prepare them for their next stage of education. She carefully considers the knowledge and skills children need and plans activities that build them securely over time. The childminder ensures that all children have access to an equally ambitious curriculum. The outdoor environment is used effectively to support personal, social and emotional skills, as well as communication and language. Children have daily opportunities to develop their physical skills, build confidence and practise communication in meaningful ways. The childminder expertly weaves mathematical language into all activities to ensure that children have a clear understanding of mathematical concepts. For example, when looking at animals, the childminder models words such as the 'tall' giraffe and his 'long' neck and compares how he is bigger than other animals.

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Curriculum and teaching Expected standard

Children benefit from frequent opportunities to explore the local community, such as parks, nature reserves and the local library. These outings broaden children's understanding of the world, build their social confidence and provide valuable real-life experiences that enrich the curriculum. The childminder supports children's language well during play and conversations. However, she can help children progress even further by effectively using interactions as purposeful learning opportunities.

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Curriculum and teaching Expected standard

The childminder works closely with parents to build on children's skills and knowledge. She values diversity highly. Books and resources reflect a wide range of cultures and family structures. The environment has been well considered and planned to capture children's interests and curiosity.

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Inclusion Expected standard

The childminder knows children well. She is knowledgeable about their individual care and learning needs. The childminder obtains key information from parents and carers when children start, so she is aware of their needs and interests. Following this, the childminder observes and undertakes regular assessments to track children's development. This allows her to detect if any children are not reaching their expected milestones and helps her target support where it is most needed. The childminder works closely with parents to support children's development consistently, both at home and in the setting.

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Inclusion Expected standard

The childminder tracks children's progress and shares this with other professionals who have shared care. She has worked together with other professionals, integrating their plans into her teaching to help all children make the progress they are capable of. This ensures that all children are prepared for the future, which helps to ensure a smooth transition when they move on.

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Inclusion Expected standard

The childminder understands how to use the early years pupil premium funding to enhance children's development. She knows when she may need to contact external agencies for support with children's development. Although the childminder has completed some training to support her understanding of special educational needs and/or disabilities, she would benefit from specific training that supports individual children's needs.

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Leadership and governance Expected standard

The childminder works hard to create an engaging and nurturing environment that meets the needs of all children. She has a clear understanding of the setting's strengths and areas for development. For instance, the childminder regularly reflects on her practice by asking parents and children for their views. She conducts ongoing evaluations of her practice to make adaptations and improvements, ensuring that she meets the needs of all children in her care. She has wonderful working relationships with parents, who speak highly of the care offered to their children, as well as working closely with other professionals to ensure that children reach their full potential.

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Leadership and governance Expected standard

The childminder considers children's interests in her planning and ensures that children have opportunities to learn new skills and extend their knowledge. She uses what she knows about each child to provide learning opportunities that capture their curiosity while introducing new skills and concepts. This ensures that children are motivated to take part and are supported to build on what they already know, helping them make steady progress across all areas of learning.

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Leadership and governance Expected standard

The childminder completes a wide range of professional development opportunities to help ensure that her knowledge and understanding remain current. She applies this learning effectively to strengthen her practice and improve the overall quality of her setting. This commitment to professional development and reflective practice ensures that children receive care and education that is well informed and up to date. The childminder would benefit from specific training to support children with barriers to learning, helping them make even further progress.

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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 happy and settled in this warm and welcoming environment. They have a secure relationship with the childminder, who they seek out for reassurance. Children confidently separate from parents and are eager to get inside to play with their friends. All children make steady progress for their age and stage of development, including those with special educational needs and/or disabilities.

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Inspector:

Claire Owen Children achieve well and make good progress. It is clear that they enjoy learning as they smile and celebrate together when they complete a task. Children select what they would like to do and remain purposefully engaged in activities. The childminder joins in children's play, extending their learning and understanding. She talks to children in a calm and respectful manner, consistently modelling kindness and consideration. Consequently, children learn to be polite and kind to one another. They resolve conflicts themselves by agreeing to share and take turns if one child wants something that another child is playing with. The childminder places an emphasis on promoting children's independence skills in preparation for their next stage of education.

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Inspector:

The childminder's passion for working with children is clear as she engages with them, planning fun activities that are tailored to their interests and next steps. She provides a wide range of enriching experiences that broaden children's understanding of the world around them. The childminder regularly takes children for walks in the local area and to places of interest, including local parks, the library and the local nature reserve. She also takes children on bus and train journeys to experience these modes of transport.

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Inspector:

The childminder plans a well-sequenced programme of learning. She has high expectations of what the children can achieve. Learning opportunities help them make good progress in all areas. The childminder builds close, professional relationships with other settings that children attend. Information about the children's developmental levels and what they are learning is shared, along with any difficulties they are experiencing. This allows the childminder to plan learning and activities that maximise the children's achievement.

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Next steps

The childminder should undertake specific training to support any children with barriers to learning to make even further progress. The childminder should ensure that highly effective teaching is embedded to make every interaction a learning opportunity.

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About this inspection

The inspector spoke with the childminder and parents 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 18:30

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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

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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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