Childminder

Childminder

Unique reference number (URN): 108665 Registered with Ofsted: 15/11/1991 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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Achievement Expected standard

Children develop the skills and confidence they need for their next stage of learning and eventual move to school. They make typical progress across all areas of the curriculum, in line with their individual learning needs. Children show increasing independence in self-care. The childminder provides gentle support when needed, for example when children are learning to wash their hands, remove their coats and eat independently. This approach helps children build confidence while feeling supported.

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Achievement Expected standard

Children develop communication skills in accordance with their age and stage of development. Children know some of the letters of their name and are acquiring the necessary physical skills needed for writing. Children learn about patterns, shapes, numbers, counting and colours. They use this knowledge accurately when playing. For example, they count cones, do simple sums, name shapes and use mathematical language, such as big, bigger, smaller and same. Children acquire good knowledge of early mathematics and literacy skills.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They are confident to select toys they want to play with, to engage in conversations with the childminder and to ask for help when needed. Children understand and follow routines that are embedded in daily practices. For instance, they take their shoes off on arrival and carefully place them in shoe bags, hang their coats and wash their hands. These routines provide the children with structure and predictability, which supports their individual needs, independence and confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a good role model for the children. She models kindness and courtesy, encouraging positive and cooperative behaviour. For instance, she asks children to help each other when they tidy up toys or put their belongings away. The childminder acknowledges children's help. She praises their efforts and actions. The childminder effectively promotes perseverance and builds children's self-esteem. Children are kind. They hold hands when walking back from the other setting they attend, to 'help each other feel safe'.

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Behaviour, attitudes and establishing routines Expected standard

To support children's behaviour, attitudes and wellbeing, the childminder encourages regular attendance. She understands the need to follow up any absence promptly. Children's behaviour is appropriate for their age and stage of development.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to this provision. The childminder diligently meets children's care needs. She ensures daily routines around eating, sleeping and toileting are safe and tailored to meet children's individual needs. The childminder considers children's ages and stages of development when adapting routines and expectations, including for those with special educational needs and/or disabilities. Close communication with parents ensures that routines are consistent and relevant to the children in her care. The childminder builds strong relationships with all children and families. Children show a real sense of belonging. They are happy, settled and confident. The childminder supports children in understanding and following the expected behaviour at her home and during outings. There is a happy atmosphere at this setting.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's healthy routines effectively. She organises her daily provision to ensure that children get a balance between rest, sleep and physical activities, adapting what she does so that individual needs are met. The childminder helps children to begin to develop an understanding of how to keep themselves safe. For instance, she teaches children about road safety and how to eat safely.

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Curriculum and teaching Expected standard

The childminder's curriculum offers children a broad range of experiences across all areas of learning. She adapts the curriculum to meet the needs of children with special educational needs and/or disabilities. The childminder uses ongoing assessment to check what children know and can do to inform teaching. Overall, children make typical progress from their starting points and are prepared for their next stage of learning, including the eventual move to school.

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Curriculum and teaching Expected standard

Personal, social and emotional development are central to the childminder's curriculum. Children form strong bonds with the childminder. They show confidence as they explore their learning environment. They are becoming increasingly independent in their self-care.

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Curriculum and teaching Expected standard

The childminder supports children's language development well. They are building good communication skills. She introduces new vocabulary while children play. She talks with them about their interests and their lives outside of the setting. The childminder asks children questions to extend their thinking and understanding. When children show an interest in letters, the childminder seizes the opportunity to introduce them to letters of their name. Mathematical knowledge is promoted naturally through play. Children explore number, shapes, counting, size and engage in simple problem-solving. For example, the childminder supports children to count the days of the week and to explore shapes during focused activities

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Inclusion Expected standard

The childminder monitors children's learning to identify and address gaps in their development. She makes referrals without delay. Whenever possible, the childminder works with other settings the children attend to support continuity of care and education for children. The childminder adapts her curriculum to ensure all children can access the learning on offer. She uses sign language to support children with speech and communication delays.

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Inclusion Expected standard

The childminder plans a curriculum that overall meets children's individual needs. However, the childminder does not consistently implement strategies to focus children's attention before implementing her teaching. As a result, the learning of children with diverse needs are not consistently met. The childminder works closely with parents and uses information from 'family around the child' meetings to set learning goals for children with special educational needs and/or disabilities, ensuring that children's learning is sequenced. The childminder knows the children and their families well. She offers support and guidance to them. For instance, she advises them about local services that they can access, shares information to help them to support children's learning at home and ensures continuity of care and positive impact on all children's development. Parents praise the childminder highly for her commitment to their children and for the superb support they receive.

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Leadership and governance Expected standard

The childminder has accurately identified that she has effective partnerships with parents to support children's learning and development and wellbeing. Parents praise this aspect of the childminder's practice. The childminder has strong links with the local childminding group. This enables her to share information about her practice and gain knowledge from others.

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Leadership and governance Expected standard

The childminder is keen to continue her professional development. She pursues some relevant training to support children with special educational needs and/or disabilities. For example, she uses training in sign language to support children's communication skills. However, the childminder has not fully accessed professional development opportunities to further her teaching skills to support children with diverse needs in the setting to a higher level.

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Leadership and governance Expected standard

Overall, the childminder's leadership ensures that children feel secure, develop independence and gain confidence. Children benefit from consistent care, positive relationships and from a home-from-home environment.

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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 demonstrates genuine enjoyment in her work with all children. She is kind, nurturing and responsive to the children's needs. Children form positive attachments with the childminder. They demonstrate that they are happy and settled in the 'home-from-home' environment she creates. All children, including those with special educational needs and/or disabilities, display high levels of wellbeing and are achieving well in line with their ages and stages of development.

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What it's like to be a child at this setting

Embedded daily routines support children's confidence, independence and wellbeing. With the childminder's encouragement and guidance, children become increasingly independent in doing things for themselves. The childminder typically modifies the level of support she gives children, depending on their individual needs.

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What it's like to be a child at this setting

The childminder understands how children typically progress in each area of learning and development, so she can build on what children know and can do. Children learn early literacy and mathematics skills that prepare them well for their next stage of development. The childminder extends her curriculum with a wide range of outings to support children's learning about the wider world and to further develop their physical and social skills. Together, they take regular walks into their immediate community.

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What it's like to be a child at this setting

Partnerships with parents are central to the ethos of this setting. The childminder works closely with parents to ensure that there is continuity between children's routines at home and at her setting. This familiarity ensures that children feel safe and secure. Parents comment on the excellent support they receive. Families feel valued as partners in their children's learning.

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About this setting

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

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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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Next steps

The childminder should consistently use strategies to focus children's attention to further remove barriers in their learning. The childminder should pursue further professional development to enable her to better support children with diverse learning needs.

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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.

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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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