Childminder

Childminder

Unique reference number (URN): EY298238 Registered with Ofsted: 17/01/2005 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 Expected standard

The childminder has established a supportive environment in which she recognises children's strengths and gives them praise and encouragement. Children demonstrate that they can express their views and feelings, knowing they will be heard. This promotes children's positive behaviour. The childminder has well-established routines in the setting that are understood by the children. Children independently complete some tasks, such as setting the table with plates and mats, as they prepare for mealtimes. They also put their personal belongs away when they get back to the setting from school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children well, and she prepares activities and experiences that spark their interest. Children enthusiastically talk about what interests them and explain how objects work. For example, they delight in talking about how cars function. They explain the functions on car dashboards and how to charge electric cars. They feel comfortable communicating their ideas to the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works with parents to help address any barriers to attendance that could impact children's learning.

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Children's welfare and wellbeing Expected standard

The childminder knows the children well and promotes their wellbeing. She ensures she takes the time each day to listen attentively to children. For example, as the childminder and the children walk home together after school, she checks in with them to see how they are feeling about their day. Children can go to the childminder with any worries they have, and her responses give them reassurance. The childminder supports children's emotional health well.

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Children's welfare and wellbeing Expected standard

The childminder discusses with children the importance of making healthy food choices. Children talk to her about what they have had to eat at school and make suggestions about which fruits they would like to have with their meals in the setting. The childminder prepares nutritious, home-cooked meals for the children that align with their dietary needs and preferences. The childminder is helping them to learn about how food contributes to their health.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn how to keep themselves safe on the road. During the walk to and from school, the childminder supports them to wait patiently until it is safe to cross the roads. Furthermore, she chooses a route from school to the setting that has fewer road crossings and more zebra crossings. The childminder actively promotes children's safety and wellbeing.

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Inclusion Expected standard

The childminder has systems in place to monitor the individual needs of all children in her care. She discusses how she previously shared information about children's individual care needs with parents and other relevant professionals. The childminder has in the past contacted relevant external professionals to gain further insight into how to support children's individual needs. This knowledge and understanding benefit all children's needs. She completes appropriate courses and training to keep her skills current. The childminder has been instrumental in supporting families by providing information on accessing local food banks. This demonstrates that she is aware of some of the barriers that children face as they develop.

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Inclusion Expected standard

The childminder discusses how she ensures the cultures of all children and families are celebrated through the sharing of stories and songs. The childminder's environment celebrates diversity. For example, some children are taking part in Chinese and Lunar New Year activities. Some children are writing Chinese numerals, and others are displaying dragons to represent the 'Dragon Dance'. Children are learning that they are part of a wide community. They are valuing and respecting other cultures as well as learning what makes them unique.

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Leadership and governance Expected standard

The childminder has a clear vision of the setting. She is passionate about creating an environment that feels like a cosy home-from-home environment for the children. The childminder creates a happy, relaxed environment that helps children feel stable as they head off to school and settle in well after school.

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Leadership and governance Expected standard

The childminder has a warm, pleasant partnership with parents. They express their appreciation for the positive impact her setting has on their children's care. The childminder gathers information about the children when they join the setting. This helps her to provide care and support for children's wellbeing. However, she does not strategically gather further information from parents and other settings where children attend to further enhance children's care and development.

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Leadership and governance Expected standard

The childminder completes all mandatory training. She seeks ways to continue improving her practice. Recent training includes supporting children's wellbeing and welfare, as well as a course on safer eating. The childminder ensures the premises are maintained and safe for the children to use, this includes the outdoor area. She is promoting positive outcomes for all children's development.

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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 provides a warm, safe and welcoming environment, where children build trusting relationships with the childminder. The childminder establishes routines that help children to understand the structure of their time in the setting and take on manageable tasks. For example, each morning when children arrive, they take responsibility for feeding the childminder's pet. Children talk about this, showing they are proud of their achievements and quietly confident. Children are flourishing in the setting.

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About this setting

Register(s): EYR, CCR, VCR Children have a sense of belonging in this homely setting, they demonstrate this as they move around completing manageable tasks. The children understand the importance of following hygiene routines, such as washing hands before mealtimes, and after using the toilet and feeding the childminder's pet. Children support their own self-help skills independently and with confidence; the childminder is close by to help if needed.

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About this setting

The childminder has high expectations of children's behaviour and is a positive role model. Her interactions with children are respectful and optimistic. Children thrive and respond positively to this approach. For example, children delight in being creative as they share resources when using arts and craft materials. The children choose music, talk about their choices, dance and sing together. They show thoughtfulness and kindness in their interactions with the childminder and their peers.

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Next steps

The childminder should further enhance children's care and development by gathering more information from parents and other settings that children also attend.

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About this inspection

The inspector spoke with the childminder, children 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00

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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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