Childminder

Childminder

Unique reference number (URN): EY475290 Registered with Ofsted: 11/07/2014 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 has developed highly positive and enabling relationships with the children she cares for, and they instinctively ask for support when needed. Children consistently demonstrate that they thoroughly enjoy their time playing alongside her. The childminder supports children's positive and respectful behaviour through being an excellent role model. Children display respect for each other and the childminder. For example, they follow routines very well from a young age and use their manners consistently. Children adopt a highly collaborative approach to their learning and develop close friendships with their peers. The childminder has embedded routines and boundaries, considering children's ages and stages of development. As a result, children's individual needs are well-supported, and they are very clear about what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives lots of praise and encouragement for children's attempts and achievements. This promotes their self-esteem effectively. Children show interest and excitement when the childminder reads a chosen story about transport and machines. They are familiar with the story and pay close attention, listen well and are thoroughly interested in what happens next. The childminder is highly responsive to the changing circumstances of individual children and families. She promotes attendance well and supports parents and carers to help children attend consistently.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. Children show secure attachments to the childminder as she responds to their emerging needs and emotions. She instinctively knows when children are tired or need quiet time. She sensitively adapts her plans to accommodate the individual needs of all children and ensures that they can rest and sleep when they need to. The childminder naturally validates how children are feeling and is acutely aware of children's wellbeing during the day. She skilfully uses stories to talk about children's feelings and emotions. All children, including those with special educational needs and/or disabilities, make progress in their learning and development.

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Children's welfare and wellbeing Strong standard

The childminder consistently follows hygiene and care routines. She positively promotes healthy choices and encourages physical activity. The childminder works closely with parents and carers to provide healthy and nutritious lunches. In addition, she provides fruit and healthy options as snacks and encourages children to drink plenty of water. The childminder uses mealtimes as an opportunity to reflect on the day so far, such as what they have enjoyed doing and how they are feeling. She plans daily outdoor play and enriching experiences, including trips to a local wildlife park and woodlands. This successfully helps children to build an understanding of their local community and the wider world. The childminder teaches children about road safety during these trips out.

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Inclusion Strong standard

The childminder has very high expectations for all children. She is experienced and confident with implementing strategies to identify and support children with special

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Expected standard

educational needs and/or disabilities. Where there are identified gaps in children's learning, the childminder quickly provides effective ways to support each child, such as promoting their confidence through relevant activities and experiences. The childminder works very well with external agencies to provide consistency in, and offer opportunities for, children's care and learning. She fully understands how to support children in receipt of additional funding and offers appropriate experiences to children to strengthen their learning. She thoroughly and consistently monitors and reviews support appropriately as children's needs change.

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Expected standard

The childminder communicates extremely well with parents, carers and other professionals to help ensure that key information is shared. This has a positive impact on the children in her care and improves their outcomes. The childminder encourages children to make their own choices as they play and move around the setting. She quickly identifies children's emerging needs and skilfully adapts activities to help support them to join in. The childminder researches different support strategies that have a positive impact to help her offer a highly inclusive environment for all children.

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Achievement Expected standard

All children make typical progress in their learning and development. This includes those children who benefit from adjustments to their daily routine or activities. Children's language skills are developing well. They attempt to join in meaningful conversations. Children demonstrate high levels of curiosity and engagement in activities that extend their thinking. They persevere as they make ramps to roll their cars down and manipulate tools to help build structures. They display a keen interest in books and stories.

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Achievement Expected standard

Children generally develop early skills that support their next stage of learning. They practise self-care through routines such as feeding and toileting, showing coordination and independence. Children's growing emotional security supports their willingness to try new experiences, sustain attention and interact positively with others.

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Achievement Expected standard

Children strengthen their physical development and coordination through indoor and outdoor play. For example, they balance on balance boards, play active games and take regular walks in the local community. These experiences help children to develop control and confidence in movement.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of the quality of the curriculum and the teaching she provides. She has an action plan to help her to improve her practice. For example, the childminder has identified further training to enhance her skills in supporting children with special educational needs and/or disabilities (SEND). She assesses children's development well and plans opportunities knowing what children can already do and what they need to learn next. The childminder supports all children, including those with SEND and those who face barriers, to make progress. She adapts teaching to support their individual needs. This helps all children enjoy their learning. The childminder models language and vocabulary during story time and sensitively encourages children to repeat words and use the correct pronunciation. The childminder promotes physical development and provides a range of opportunities for children to be active.

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Curriculum and teaching Expected standard

The childminder supports children during the activities she provides based on their individual interests. Children demonstrate that they are emotionally secure and happy. The childminder supports children to weave mathematical ideas into their play, such as discussing shapes, space and measure. For example, during planned activities with tools and play bricks, she discusses the spaces in the structure and whether there is room to squeeze in another brick. However, teaching is not always consistent. For example, the childminder asks children interesting questions about what they are doing. She does not always allow enough time for children to respond to her questions to enable them to share their ideas fully. She is keen to ensure that every interaction with children is an opportunity for teaching and learning.

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Leadership and governance Expected standard

The childminder is dedicated and passionate about her role. She understands her strengths and identifies areas for improvement. The childminder generally evaluates her provision well. She is reflective and recognises her own priorities for improvement. For example, she recognises there is still some work to do to ensure that her teaching and interactions are highly effective. The childminder attends training opportunities and networking events with other childminders and professionals to share and gain knowledge. However, the childminder has not yet developed all possible ways to work more closely with local schools to share more detailed information about individual children where they share care. All children, including those who may face barriers to learning, are suitably prepared for the next stage of their learning.

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Leadership and governance Expected standard

The childminder genuinely cares for the families and children. She continually works in partnership with parents and carers. Parents comment that they are very well supported by the childminder. The childminder regularly shares information with parents about their children's learning and how to support their next steps in their learning and development. The childminder supports families to access additional funding to benefit their children further.

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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 in this calm and homely setting. The childminder has developed warm and positive relationships with the children in her care. She supports children throughout their play and recognises when they need quiet time or reassurance. This nurturing approach fosters children's wellbeing and builds secure foundations for children's next stages of learning. The childminder works closely with parents and carers to find out about children's starting points and uses this information to inform her well- sequenced curriculum. She supports children's learning and development effectively and

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Inspector:

Rachael Barrett incorporates their individual next steps into daily interactions. Children who are in receipt of the early years pupil premium and those who face other barriers to their learning or wellbeing receive the utmost support from the childminder. She is fully inclusive and responsive to each child's needs. The childminder works closely with parents to monitor attendance and to ensure children attend consistently in readiness for school.

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Inspector:

The childminder provides children with exciting, playful experiences. Children enjoy their learning and are keen to explore their environment. For example, they show excitement as they use ramps and tunnels to race their favourite cars. They use tools to 'mend' the ramps and create barriers with bricks. The childminder encourages children to persevere when they try to put the safety goggles over their heads. She demonstrates how to put them on correctly, and children show pride as they achieve the goal for themselves and celebrate by exclaiming 'I did it!' The childminder continually offers praise and encouragement for children's individual achievements.

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Inspector:

Children demonstrate a love of books, which the childminder reads to them with interest and using additional resources. She encourages children to use their imagination when anticipating what might happen next. Children enjoy mark making, eagerly creating colourful pictures using paint-pens, for instance. The childminder talks about the circles, lines and shapes they have drawn to incorporate mathematics. She sings familiar songs with children, including number rhymes.

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Next steps

The childminder should allow children more time to respond to questions to help them to share their ideas and thoughts. The childminder should consider further ways to fully engage with schools to ensure all children experience a seamless transition as they move on.

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About this inspection

The inspector spoke with the childminder and children and took account of written feedback from parents and carers 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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About this setting

Operating hours: Monday,Tuesday : 08:00 - 17:00,Wednesday : 08:00 - 16:00

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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

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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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