Childminder

Childminder

Unique reference number (URN): 316492 Registered with Ofsted: 19/10/1992 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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Inclusion Strong standard

The childminder understands the importance of inclusion and her experience includes supporting children with special educational needs and/or disabilities (SEND). The childminder identifies children's individual starting points swiftly and uses them to plan her curriculum. She supports children to achieve their next steps and continuously reviews progress. When any gaps in children's learning are found, she swiftly adapts her curriculum and support as needed. She enhances the environment to provide sensory opportunities for children where there are barriers to learning. She uses strategies to effectively communicate with children and to help them communicate their needs. For example, she uses picture clues as visual prompts in her daily interactions.

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Inclusion Strong standard

The childminder works well with a wide range of professionals to gain strategies to use in her setting. This ensures that all children, including those with SEND, make excellent progress. She has completed extensive training in supporting SEND in the early years and cognitive learning difficulties. She uses knowledge gained from this training to support children. The childminder carefully and continuously monitors individual progress. She engages effectively with parents to gain the best possible outcomes for children. For example, she offers parents advice using her knowledge and experience to meet children's individual needs. The childminder understands how to use additional funding with the best interests of children at the heart of her decisions to help ensure the best possible outcomes for children.

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Achievement Expected standard

All children make progress from their starting points, in all areas of learning. This includes children with barriers to learning. Children communicate their needs using visual prompts that the childminder has put in place. Children are confident and are developing their self- help skills. For example, they use the toilet then wash their hands independently. This equips children to be ready for their next stage in learning, including school. They develop their physical skills as they walk in the community with the childminder and run in the garden. Children speak confidently in sentences to communicate their wants and needs. For example, children talk about their morning at nursery and they sing and speak to both the childminder and their peers.

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Achievement Expected standard

The childminder makes supporting children to become independent a priority. However, the childminder does not have high enough expectations for what children can achieve. This includes self-help skills such as fastening zips and tidying up. Children are eager to learn, especially when something interests them. For example, children bring a book they like for the childminder to read. They listen carefully as the childminder reads the book and they turn the pages. During play, children stay focused on making a pattern with cars and pegs until all the cars and pegs are gone. This means that children are motivated to complete a task.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear behaviour expectations and implements consistent routines. Children enjoy playing and learning and are eager to engage in the opportunities on offer. The childminder has a secure attachment with the children in her care. Her kind, calm and caring nature reflects on the children. Children behave well and are kind and caring to each other. They smile, laugh and invite the childminder to join in with their play. Children settle quickly, feel safe and are happy. The childminder supports children to notice the feelings of others who are feeling sad. She encourages children to check on their friends and see how they can help.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes social development effectively as she supports children to share and take turns. For example, when playing a singing game, the children are guided to take turns to hold the bag containing the song prompts. The children then successfully share the objects and take turns to sing. This helps to develop their social skills and get along with each other. The childminder encourages attendance at her setting and follows up any absences swiftly. She is flexible with parents' care requirements to meet individual family needs.

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Children's welfare and wellbeing Expected standard

Children's health and wellbeing are a priority, and they learn about healthy lifestyle choices. They independently select from the range of healthy food the childminder provides for them at snack time. They help themselves to a cup of milk or water when they need to. The childminder gives them opportunities to rest or sleep and follows safer sleep guidance. Children enjoy accessing the safe learning environment both indoors and outdoors, where they develop their physical skills. They use their feet and hands to move a balance bike and use chalk to make marks.

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Children's welfare and wellbeing Expected standard

They learn about how to stay safe when on trips out in the community. For example, they know to hold the buggy or hold the childminder's hand when walking on the pavement. The childminder shows children how to feed the animals safely at the petting farm. Children are supported to recognise emotions with the childminder. For example, they talk about different feelings using emotion cards, and the children copy the facial expressions on the cards. The childminder acknowledges the children's emotions positively. This helps children to understand their own feelings and emotions.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. The curriculum covers all areas of learning. Children's learning and development needs are mostly met. However, the childminder does not consistently adapt and focus her teaching well enough. This means that children do not always fully benefit and make progress in their next steps. The childminder weaves mathematical learning into her curriculum. For example, she supports children to count out candles on a cake. She uses simple mathematical problems to encourage children's thinking and make mathematics purposeful. For example, she asks how many spoons they need. The childminder uses her knowledge and experience to adapt how she supports children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Children enjoy playing and learning safely, both indoors and outdoors. Children use their fingers to put loose parts together to make patterns. The childminder shows them how to make patterns in the rug with her finger and the children copy her. This supports children's physical skills and mathematical ideas, as well as supporting early literacy.

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Curriculum and teaching Expected standard

The development of children's vocabulary and communication is a focus at the setting. The childminder shows an interest in what children are engaged in. She uses every opportunity to make meaningful comments and introduces new vocabulary. For example, the childminder talks about birthdays with the children. She talks about different flavours of cake and introduces new vocabulary, such as vanilla and strawberry. As a result, play is language-rich and children make progress in their communication and language.

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Leadership and governance Expected standard

The childminder is committed to continuously improving her setting. She used recent training to focus on improving her outdoor learning environment. The childminder understands the importance of training and plans to do further relevant training that she could implement in her setting. Her own evaluations indicate a strength in supporting children to learn about emotions.

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Leadership and governance Expected standard

The childminder makes informed decisions to adapt her setting, curriculum and support to meet all children's needs, including those with special educational needs and/or disabilities. She forms effective links with other professionals to provide the best possible outcomes for children in her care. The childminder networks with other childminders to share professional updates and to support each other's wellbeing. She understands how to manage her workload effectively. This helps ensure the childminder's wellbeing and supports consistency for the children.

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Leadership and governance Expected standard

The childminder works in close partnership with parents. For example, she keeps parents informed about children's progress and development. She provides information to parents about subjects such as child development and toilet training.

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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 safe and happy in the childminder's care. They build secure attachments with the childminder. Children enjoy exploring the learning environment, both indoors and outdoors. They smile at the childminder and quickly become engaged in self-chosen activities from the well-resourced environment. Children laugh and enjoy playing together. For example, they build a house with cushions, working together to carefully prevent the structure from falling down. They talk and listen to each other and suggest what to do next.

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About this setting

Unique reference number (URN): 316492 This supports children's social development and the development of language and communication skills.

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About this setting

Children are supported to use good manners, such as saying 'please' and 'thank you', and are praised for using them. Children learn about being kind to each other as they are supported to share equipment. Children's learning is enhanced by visits to the local care home, where they sing and play games. This builds children's social confidence. Children benefit from attending music groups. They learn about instruments and sing songs together. They enjoy travelling to and from these events on the tram.

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About this setting

Children's achievements are celebrated as the childminder praises children's creativity. She recognises that children have worked hard to make cards to take home, carefully attaching small pieces of paper together with glue. This means that children feel valued. Children develop a love of reading as they enjoy an array of books with the childminder. They listen to stories and learn about first experiences through books. For example, they share a book about visiting the dentist. They independently select books that interest them and share them with the childminder and their friends.

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Next steps

The childminder should focus her teaching more precisely on supporting the individual learning needs of all children. The childminder should embed high expectations for what children can achieve in her provision.

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About this inspection

The inspector spoke with the childminder 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:40 - 17:40

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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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