Childminder

Childminder

Unique reference number (URN): EY341899 Registered with Ofsted: 21/11/2006 Registers: EYR, CCR, VCR

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Leadership and governance Expected standard

The childminder creates a caring, safe and clean home environment where children's needs come first. She discusses how she intends to build strong, lasting relationships that support children's wellbeing while maintaining professional boundaries and protecting her own wellbeing. She understands her safeguarding responsibilities, prioritises safety and gives examples of how she communicates effectively with parents and professionals to promote positive outcomes. The childminder describes how she will monitor attendance to notice any patterns and how she would raise concerns when needed to the relevant authorities.

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Leadership and governance Expected standard

The childminder discusses how she intends to support children's development. She intends to get to know children well, and she plans how to actively build their self-esteem and confidence in preparation for school. The childminder gives examples on how she will promote independence by giving children time to practise skills such as self-care and fine motor development, using activity boards and practical opportunities. The childminder knows the importance of ensuring children stay physically healthy through regular outdoor experiences, risk-taking, and play that develops both fine and gross motor skills. The childminder understands the importance of delivering a broad curriculum that promotes early language, literacy and mathematics through children's interests. She discusses how she will build upon what children know and can do. The childminder recognises the importance of encouraging a love of books and mark making. She discusses how she will

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Leadership and governance Expected standard

use dolls and imaginative play to extend children's communication skills. The childminder explains how she intends to teach mathematical concepts through daily routines, sand and water play, counting, number recognition and pretend play with money. She discusses how singing, dancing, painting, crafts and play dough provide rich opportunities for children's self-expression.

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Leadership and governance Expected standard

The childminder intends to reflect on her practice to identify strengths and areas for development. She describes how self-evaluation will support her in identifying pertinent training to help improve children's outcomes. The childminder understands the risks associated with screen time and online safety. She intends to limit the use of devices and promote interaction and community experiences. The childminder recognises the value of working in close partnership with parents and plans to share important information to help parents to contribute to their child's learning at home.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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About this inspection

The inspector spoke with the provider 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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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. 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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