Childminder

Childminder

Unique reference number (URN): EY392421 Registered with Ofsted: 28/05/2009 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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Children's welfare and wellbeing Strong standard

Children's positive wellbeing is at the heart of the childminder's practice. Care routines are highly effective in supporting children's positive health. For instance, the childminder consistently helps children to manage their own personal hygiene needs. Children intuitively wash their hands before and after meals and wipe their own noses. This helps to limit the spread of infection.

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Children's welfare and wellbeing Strong standard

The childminder uses her role as the key person very well to form secure attachments that promote children's emotional and physical wellbeing. The relationships between the childminder and children are warm and trusting. The childminder helps children to understand their own physical and emotional health. For example, she talks to them about exercise, rest and nutrition. The routines that have been put in place by the childminder fully reflect the needs of each child. For instance, she organises meals and snack times to support effective feeding patterns for toddlers.

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Children's welfare and wellbeing Strong standard

The childminder creates a home-from-home environment in which children thrive. She is very reflective about the ways she can promote the children's welfare. The childminder has an excellent knowledge of children's needs. She is highly responsive to each individual child and their unique set of circumstances. For instance, the childminder understands that some children need more help to form secure attachments than others. Children gain a solid foundation for self-care, physical health and emotional wellbeing.

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Achievement Expected standard

Children achieve well. They make progress from their starting points, particularly in their personal, social and emotional and physical development. Children have opportunities to apply their learning in these areas through the well-established daily routines and activities. For instance, children acquire fundamental physical skills, such as how to climb, slide and jump, on their daily outings. Children become fluent communicators. They learn new words, such as 'stuck' and 'pull', as they share books with the childminder. Children demonstrate that they use their newly learned words in their communications with others.

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Achievement Expected standard

Children are learning to express their emotions in an appropriate way. For example they tell the childminder when the actions of others upsets them. Children readily display the characteristics of effective learners, such as having the confidence and motivation to have a go. Children develop resilience and perseverance. They gain a wealth of knowledge in some of the areas of learning and development very successfully. However, their achievement is not as consistent in some area, such as mathematics, expressive arts and literacy.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear boundaries and expectations. These are age and stage appropriate and are delivered in a positive way. For instance, the childminder explains to children why they must not climb on furniture. The childminder sensitively teaches children about showing respect. For example, she explains why children must not stand on toys or push one another. This helps children to learn what is acceptable. Children learn how to cooperate with others. This is because the childminder encourages sharing and negotiation as part of their daily interactions. Children happily take turns with the animal puppets. Children understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed very warm and nurturing relationships with children. As a result, children show they feel safe, happy and secure. Children love to talk and play with the childminder. The childminder ensures that children feel heard. Consequently, children raise any worries they have with her and go to her for comfort. The childminder works in partnership with parents and carers to provide the flexible childcare they need while still promoting regular attendance.

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Curriculum and teaching Expected standard

The experienced childminder has developed effective teaching skills. She focuses on getting to the children's level, being interested in their ideas and presenting new information clearly. The childminder is a very positive role model for communication and language development. For instance, she provides a narrative for children when playing with a sensory tray. The childminder shows children what they can do and sets tasks for them. She adapts her teaching to the differing ages and stages of the children she cares for. As a result, children enjoy their learning and sustain concentration and motivation.

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Curriculum and teaching Expected standard

The childminder has a sharp focus on children's personal, social and emotional development. For instance, she helps all children learn to understand and begin to control their emotions. An appropriately ambitious curriculum is in place. The childminder's curriculum is well planned and delivered to support children's personal, physical and communication development. This helps children to prepare well for the next steps in their education. However, the childminder does not consistently plan the curriculum as precisely for other areas of learning, such as literacy, mathematics and expressive arts and design. This does not help children to extend their skills across all areas of learning. For instance, the childminder introduces children to numbers and counting during storytelling sessions, but does not focus precisely enough on the consolidation of other mathematical skills.

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Curriculum and teaching Expected standard

The childminder is aware of and completes statutory assessments. This and ongoing assessment helps the childminder reflect on what each child can do and helps her to plan relevant opportunities. The childminder shares assessments appropriately with parents and carers and other professionals, to ensure that all children get the support they need to make progress.

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Inclusion Expected standard

The childminder promotes inclusion of all children at her setting. She has high expectations for all children. The childminder supports children to learn about themselves and others, developing respect for similarities and difference. For example, she talks to children sensitively about the colour of their skin and hair. Children learn that they are all unique and all special. The childminder welcomes and supports all children and their families. She has a positive approach to inclusion. The childminder attends training to support her understanding of supporting children with special educational needs and/or disabilities.

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Inclusion Expected standard

The childminder identifies children's individual needs, for example, where children are learning more than one language. She finds out about the children's stage of language development in their home languages. The childminder ensures that she has a range of books that feature dual language text. When reading to children, she teaches them words in more than one language. Children feel included and valued. Close monitoring of each child's progress and assessing their level of development regularly supports the childminder to quickly identify any changing needs . The childminder ensures that she understands the steps to be taken should she have concerns about a child's development. For instance, she knows that she would need to work in partnership with other professionals and draw upon expert guidance to help children make the progress they are capable of. The childminder is aware of the funding available to support all learners. Consequently, all children flourish in

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Leadership and governance Expected standard

The setting is led well. The childminder is committed to delivering high-quality early years education. She has a clear vision for the care and education she wishes to provide. She has a positive attitude to continuing her own professional development and understands the impact this has on what children achieve. The childminder attends training to support the development of her service and identify some areas for improvement. For example, she has attended training in oral health and nutrition that has given rise to a very healthy diet for children. That said, she has not fully developed her expertise to support the implementation of a consistently highly effective curriculum across all areas of learning.

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Leadership and governance Expected standard

Parents and carers praise the childminder's engagement. They feel well informed and very satisfied with their children's care. The childminder works well with other settings that children attend to help promote consistency of care. For example, the childminder ensures clear communication with the other settings children attend. She makes sure that her home is safe and appropriately risk assessed.

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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 have fun filled days at this warm home-from-home setting. Children show they feel safe and secure as they explore the available resources and join in with exciting activities. Children have a sense of belonging, affectionately calling the childminder 'nanny'. Children seek support from the childminder when they need it. The childminder has built trusting relationships with the children she cares for. She plans the daily routines to support children's positive physical and emotional health. The childminder ensures that children fuel

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About this setting

Unique reference number (URN): EY392421 their bodies with healthy food. She plans trips and outings to support children's physical development.

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About this setting

Children are happy, engaged and positive. They enjoy their time with the childminder, who carefully supports learning. For instance, the childminder helps children to work out which parts of the puzzle fit together and how to cut up fruit. She supports communication development effectively by providing a running commentary, introducing books and helping children to learn new vocabulary through activities. The childminder makes story times interactive and enjoyable. For example, children pull tubes and explore feathers as they listen to a story. They enjoy the sensory experience. This helps them to understand more about the world around them.

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About this setting

Children learn how to cooperate and play together well because the childminder encourages sharing and gentle interactions. For instance, she clearly explains to children to use 'kind hands' and not be rough with one another. Children learn how to stay safe when out and about with the childminder. For instance, she teaches them to look for cars before crossing the roads. Children develop independence skills suitable for their age and stage, such as putting their own coats and shoes on.

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Next steps

The childminder should develop the curriculum further to help children gain a secure breadth and depth across all of areas of learning and development.

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About this inspection

The inspector spoke with the childminder, children and 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:00

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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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