Childminder

Childminder

Unique reference number (URN): EY362507 Registered with Ofsted: 25/10/2007 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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Achievement Strong standard

Children demonstrate that they are eager to learn, explore and develop their curiosity. Toddlers begin to grip brushes and make marks with paint. They begin to scoop with a spoon and feed themselves and drink from cups. Children consistently develop their communication skills and build vocabulary. Toddlers babble as they play. They learn new words and hear more complex sentences. Children explore the world around them. They learn how to stay safe while on outings and gain confidence in their physical skills as they balance and climb. Children develop confidence to interact in larger groups.

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Achievement Strong standard

Children develop their mathematical awareness as they count, sort and match. They plant vegetables and harvest what they grow. Children enjoy activities that help to address identified gaps in their learning, alongside their friends. Children of all abilities progress well in all areas of their development. They are prepared well for their next stages in learning and the move to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is warm and caring. She closely observes children's responses and is sensitive to their needs. For example, she adjusts activities and routines, when she recognises that children are tired. The childminder works closely with parents to achieve successful potty training. She reviews what works best for individual children and provides thoughtful advice and encouragement to parents. This helps to ensure consistency as children begin to recognise their body's physical needs.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well. They show that they are eager to tidy away from an early stage. Children listen closely to instructions and respond well to the childminder's calm and gentle manner. The childminder understands when children may need more time to process instructions. She allows children plenty of time to think and act in response. Children have frequent opportunities to socialise in wider groups, for example, during local outings. The childminder supports children to happily introduce her family's tortoise on play dates.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is aware of children's changing family circumstances. She arranges personalised arrival and departure routines with parents to ensure children's prompt and regular attendance.

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Children's welfare and wellbeing Strong standard

The childminder provides a welcoming and relaxed home learning environment that allows children to explore and develop their curiosity from the start. The childminder is alert and responsive to the non-verbal cues of younger children. They are reassured by the childminder's close attention, including when they become tired and are gently soothed to sleep. The childminder is alert to the changing needs of children and their families, including unexpected events that may impact their wellbeing. She closely considers how to provide emotional and practical support during periods of change. This helps to support children's emotional wellbeing as they engage in learning. The childminder is attentive and promotes the good health of children. She encourages parents to seek medical advice if concerns about children's health arise. A two-way flow of information with parents means that concerns about children's health are promptly dealt

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Children's welfare and wellbeing Strong standard

with. Parents comment positively about the healthy and nutritious food that the childminder provides. The childminder provides meals that reflect the individual dietary needs of children. She helps children to harvest tomatoes and peppers that they go on to eat for lunch or dinner. Children understand the important part that the natural environment plays in their physical wellbeing.

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Curriculum and teaching Strong standard

The childminder consistently adapts her curriculum and activities to meet children's individual needs and interests. Children benefit from the childminder's consistently skilful teaching and child-centred curriculum. She gently introduces mathematical concepts, for example, as she draws attention to the 'long' stems of daffodils or counts flowers before younger children paint them. The childminder uses the ideas and interests of children in her care to develop activities that keep them engaged and learning over time. For example, children enjoy regular visits to explore the natural environment in puddle suits. They collect snails and go on to develop a wormery with the childminder. Children learn that 'worm juice' is a good fertiliser for the foods that they plant and harvest in the childminder's garden.

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Curriculum and teaching Strong standard

The childminder's skilful teaching contributes very well to the progress that children make from their starting points, including those who have recently started to attend the setting. The childminder carefully sequences learning opportunities. For instance, younger children become confident to experiment with cotton buds and brushes as they make strokes of paint or 'dab'. They strengthen their hand muscles as they determinedly fix and pull apart interlocking bricks. Children learn new words, such as 'unstable', as tall brick towers fall over. The childminder involves parents in her precise assessments of how children are learning. The childminder speaks often with children about what they do. She regularly uses community resources to extend children's learning experiences. This helps children to further build their vocabulary and develop their social skills.

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Inclusion Strong standard

The childminder has completed a recognised qualification to enhance her understanding of how to support children with special educational needs and/or disabilities (SEND). The childminder uses her close observations of children's learning to accurately identify and address emerging concerns at an early stage. She conducts research about how to support children's progress from their various starting points. The childminder holds sensitive discussions with parents when children do not progress as expected and is knowledgeable about local services and referral pathways. This helps to ensure that children receive the support they need swiftly.

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Inclusion Strong standard

The childminder makes successful adaptations to activities and routines. For example, she obtains equipment that supports children to achieve independent self-care and provides parents with well-informed advice about what can help their child at home. The childminder works closely with other professionals, who may be involved in children's care. She implements and reviews suggested strategies and shares with parents the teaching methods that suit their child best. The childminder is aware that waiting lists for some services are extensive. She provides parents with reassurance and advice while children wait for more specialist intervention. The childminder helps to quickly close gaps in the learning and development of children with SEND.

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Leadership and governance Strong standard

The childminder is ambitious for children and for herself. She gains professional qualifications and identifies professional development opportunities to enhance her knowledge about children. The childminder is committed to continuous improvement. The impact of her ongoing training is evident in her skilful teaching and children's consistently positive outcomes. The childminder puts children at the centre of what she does. For example, she shares her plans to develop a separate play space for children. This will allow them to take more control of their learning environment.

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Leadership and governance Strong standard

The childminder works collaboratively with others. For example, she maintains close links with other practitioners and advisers to share ideas and develop her service. She persists in her attempts to gather information from other settings that children attend. The childminder uses displayed information to help her build on what children are learning and help them practise their skills. The childminder seeks feedback from parents and other professionals. This contributes to her accurate evaluation of what she does well and helps her to identify future priorities. For example, the childminder is considering the introduction of technology to enhance her communication with parents. Parents receive regular and accurate information about their child's experiences and share very positive feedback about the service.

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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

The childminder forms close and lasting relationships with children and their family members. Children quickly settle into new routines and develop friendships. They show that they feel secure and reassured in the childminder's presence. Children and their parents benefit from the personalised service that the childminder provides. The childminder observes children closely and adjusts her routines, such as sleep times, to meet the changing needs of children daily. The childminder treats young children with respect and manages their personal care well. This helps children to understand from an early stage that they have control over their bodies. Children are valued. They have regular opportunities to celebrate and share what makes them unique. For example, they proudly read self-selected library books that reflect their communities and backgrounds.

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

The childminder completes ongoing training to deepen her knowledge of child development. She uses what she learns about how children learn and develop very effectively. This helps her to plan engaging activities and real-life experiences that sharply focus on what children need to learn next. The childminder consistently considers children's interests and builds very effectively on what they already know. For example, when developing a wormery in her garden. This extends children's curiosity about the natural world. The childminder uses frequent local outings to support and extend children's learning. For example, children grow more confident and develop their communication skills as they socialise in larger groups.

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

The childminder is aware of the impact that changing family circumstances may have on a child's ability to learn. She provides support that helps parents to maintain regular attendance and routines for their child. The childminder promotes a two-way flow of information with parents and others involved in children's care. She offers sensitive advice to parents that helps them to understand how children of differing abilities learn best and

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About this setting

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

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Facts and figures used on inspection

suggests ways to support this at home. This further enhances positive outcomes for children.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and considered the written feedback of 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. 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. 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 .

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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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