Childminder

Childminder

Unique reference number (URN): EY441424 Registered with Ofsted: 01/02/2012 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 provides an environment that is welcoming, safe and calm. She establishes positive relationships with children, developing secure attachments, trust and a high sense of safety. Parents comment on how happy children are at the setting, and this is demonstrated through children's immense confidence and exploration at the setting. The childminder has clear rules and boundaries that are consistently embedded from the very beginning of a child's journey. Young toddlers learn not to empty boxes of toys, and older children learn how to share and play in a group. The childminder's gentle reminders help children develop a robust understanding of her expectations, which they demonstrate through their respectful and kind interactions. Children play exceptionally well together. They share resources while playing in the home corner, making dinner for their peers while learning about a range of healthy foods. Older children offer help and support to those that

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Behaviour, attitudes and establishing routines Strong standard

are younger than them, passing them resources and helping them to join in group play. This demonstrates the high standards of behaviours children learn while attending the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is aware of the importance of attendance and promotes this for all families. Children and parents establish the habit of routine attendance that has a positive impact on learning and progress.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's needs and ensures, through effective communication with parents, that changes in children's routines and care, such as eating and sleeping, are closely reflected within the setting. Nurturing attachments are formed through settling-in visits. The childminder gathers relevant information that helps her to provide tailored and responsive care for children as they settle in. Children thrive in her care and develop a sense of safety at the setting and they are happy in their new environment from a very early stage.

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Children's welfare and wellbeing Strong standard

Children talk about the healthy options available at mealtimes and explore the healthy vegetables in the home corner. They share their likes and dislikes and learn why healthy eating is important and the impact it can have on their bodies. Additionally, children learn how to clean their teeth. This is extended well for older children, who begin to learn why it is important to clean their teeth and the impact this can have as they grow.

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Children's welfare and wellbeing Strong standard

Children are taught from a young age about emotions and feelings. This is embedded securely throughout the childminder's teaching. She encourages children to reflect on how they or others may be feeling, and to think of reasons why they may be feeling this way. This helps children to understand the impact some actions can have. Additionally, children use resources, such as mirrors and books, to talk about feelings, recognising different facial expressions and linking this to new words and vocabulary.

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Inclusion Strong standard

The childminder provides a very inclusive setting, where all children and families are welcomed. She ensures additional funding is allocated effectively to best support children, who face barriers to their learning. For example, providing one-to-one support to help children settle in, or additional resources to support children's next steps. This enables the childminder to provide inclusive practice, where all children are welcomed.

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Inclusion Strong standard

The childminder's in-depth monitoring and assessment of children's development enable her to swiftly and effectively identify where children may need additional support. Parents comment on her superb communication, and this enables her to gain information quickly about any barriers children may face. The childminder prioritises children who face barriers to their learning. She ensures adaptations are made to support children's continued learning and wellbeing. This ensures children are happy and settled at the setting and that barriers to learning are reduced, making a noticeable difference to children's outcomes.

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Inclusion Strong standard

The childminder plans meaningful and tailored learning opportunities that support children's specific learning needs. This helps children to make excellent progress. Where needed, the childminder is able to identify where additional help would benefit children and is confident in sourcing additional help and support from other professionals to help children make excellent progress in their development.

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Achievement Expected standard

Overall, children make steady progress in their learning. However, at times, children do not have consistent opportunities to develop their skills further.

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Achievement Expected standard

Children who face barriers to their learning benefit from tailored care and learning experiences that help them to make steady progress from their starting points. For example, where children face short term barriers to learning, they engage in focused learning opportunities that prevent them from falling behind. Children learn the skills they need for their next stage of learning. For instance, young toddlers learn basic independent skills, such as finding their shoes, using cutlery, feeding themselves and washing their hands.

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Achievement Expected standard

Children make steady progress developing their language and communication skills. They learn how to talk, extend their vocabulary, begin to form longer sentences and engage in conversations. Children enjoy joining in activities, such as reading and singing, that further support their speech and language skills.

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Curriculum and teaching Expected standard

The childminder typically plans high-quality learning opportunities for children. However, high-quality interactions are not yet consistently embedded in all areas of practice, for example children do not always gain an in-depth understanding of diversity. At times, further attention to detail is required to ensure that children receive this high-quality standard in all areas of learning.

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Curriculum and teaching Expected standard

The childminder's curriculum is well planned, and she uses assessment to track children's learning closely. She plans meaningful learning opportunities that extend on what children already know and can do. For example, she reads to children, introducing new words and stories to extend their vocabulary and support their language and communication development. Children physical development is supported well. For example, young children use low-level furniture to move around the setting. They engage in posting activities that support their hand–eye coordination effectively, and older children begin to solve problems as they complete puzzles while also practising fine motor movements.

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Curriculum and teaching Expected standard

The childminder incorporates number songs into her teaching to develop children's knowledge of counting and mathematics. She uses mathematical language during play and conversations, comparing sizes, such as 'bigger' and 'smaller'. Props are used to support children's understanding of new words and concepts. This helps children to develop the foundations of their mathematical knowledge and provides opportunities for the childminder to support the development of children's personal, social and emotional skills. For example, they engage in group learning, learn to wait patiently for their turn and listen to their peers.

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Leadership and governance Expected standard

The childminder ensures herself and her assistants attend regular professional development opportunities to strengthen their knowledge and skills. This is identified through effective supervision and has a positive impact on the learning opportunities they provide for children, particularly those who face barriers to their learning. They take part in regular reflective practice, where they highlight and identify areas within the setting that they can adapt and improve. For example, they have recognised the need to adapt learning opportunities effectively to ensure children receive a tailored learning experience. This is now embedded in their practice and teaching, effectively extending on children's knowledge and skills for all ages. Highlighting and attending further professional development opportunities focused on high-quality teaching in all areas of children's development will further support the

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Leadership and governance Expected standard

The childminder shares important information with other early years settings that children attend to support smooth transitions to new settings. For example, information about children's learning and progress is shared and children enjoy talking about and sharing information with the childminder about their new setting.

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Leadership and governance Expected standard

The childminder and her assistants work well together as a team, recognising when they can support each other and offer their assistance. This impacts on the effective and positive organisation and running of the setting.

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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 at the setting. Children develop positive relationships with the childminder in a very short amount of time. They look to the childminder for comfort and reassurance, demonstrating their sense of safety in her care. This secure start to the setting provides children with solid foundations for learning from their starting points. They access a well-planned curriculum that supports their continual progress in all areas.

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

Older children develop a sense of responsibility as they support their younger peers at snack time, helping them to pour drinks and cut up their fruit. Children enjoy looking at the

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About this setting

Registration date: 01/02/2012 photos on the wall, demonstrating their sense of belonging and helping them to feel valued at the setting. Young children begin to learn the names of their peers, strengthening the relationships they are making.

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About this setting

Children learn from a young age how to make choices and carry out simple tasks by themselves. Young babies are given choice during their play, while older toddlers begin to learn how to dress themselves to play outdoors. Early learning and developing independence help children to develop confidence in themselves, gaining the skills they need in preparation for their next stage of learning.

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About this setting

Through meaningful and effective partnerships with parents, the childminder promotes attendance and shared learning opportunities. Children are supported both in the setting and at home to continue learning and making progress. The childminder's awareness and understanding of special educational needs and/or disabilities ensures that reasonable adaptations are made to reduce children's barriers to learning effectively.

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Next steps

The childminder should tailor professional development opportunities more specifically, to consistently embed high-quality teaching in all areas.

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About this inspection

The inspector spoke with the childminder, her assistant, children, and took account of parents written feedback 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 : 07:30 - 16:30

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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

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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