Childminder

Childminder

Unique reference number (URN): EY359872 Registered with Ofsted: 28/08/2007 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

The childminder builds excellent relationships with children and their families. She tailors her support effectively to meet the individual needs of each child, for example, with their personal care, sleep and eating routines. For example, she creates sleep environments to best support children with health needs. She prioritises children's wellbeing in all aspects of her work. The childminder encourages children's independence and skilfully gives each child the right level of support to continually build their independence with their self-care.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are embedded exceptionally well into familiar and consistent routines and activities. The childminder ensures that children get plenty of fresh air and exercise to support their physical development and wellbeing. She encourages beneficial nutrition and daily habits, such as handwashing. Her skilful teaching helps children to understand why these routines matter and helps them to build strong foundations for a healthy, active life. The childminder is an active member of her community and uses this to teach children about the world around them.

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Children's welfare and wellbeing Strong standard

The childminder helps children develop a secure sense of emotional wellbeing. She is highly sensitive to children's individual circumstances, including those who face barriers to their learning and are known to social care. She ensures that all parents and carers are provided with advice and support on a wide range of parenting issues, such as managing children's behaviours, potty training or accessing health professional services.

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Children's welfare and wellbeing Strong standard

Children show they are learning manners and social skills, and the childminder ensures that children are kept safe, for instance robustly risk assessing her home and ensuring safer eating practice. Children build strong friendships with one another, and the childminder supports their social and emotional development very well.

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Inclusion Strong standard

Inclusive practice is embedded in all that the childminder does. The childminder has a deep awareness of potential barriers to children's learning. She is astute in identifying gaps or changes in children's learning and development that she very swiftly addresses. The childminder uses her experience and knowledge of how to gain support from other professionals. She goes above and beyond to regularly liaise with other professionals working with children to gain as much knowledge about additional support a child may need. This makes a positive difference to children's lives. This includes children and families known to social care and those who experience hardship in their home lives.

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Inclusion Strong standard

The childminder demonstrates a great deal of determination in ensuring that all children, including those who face barriers to their learning and those known to social care, receive the support they need to reach their potential. For example, she supports parents and carers to seek medical professionals input when children have emerging health needs. In addition, she uses additional funding to ensure that all children have the same access to outings and experiences despite their families' financial restraints.

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Expected standard

The childminder thinks carefully about her curriculum, adjusting and adapting to ensure that all children can access the activities and experiences on offer and fully participate. She provides highly effective advice and guidance to parents and carers, such as home visiting to help families set up their home to meet their child's developing physical needs and in supporting them with potty training. She provides parents and carers with personalised suggestions of how they can extend their child's learning at home.

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Achievement Expected standard

Overall, children make steady progress in all areas of the curriculum, developing their skills as they play. They communicate well and have and use a range of vocabulary with the childminder and their peers. All children, including those who face barriers to their learning, develop a growing range of skills and knowledge that prepares them well for the next stage in learning and the eventual move on to school. Children are confident and independent, such as leading their own play and managing tasks themselves, such as pouring their own drinks and putting on their own shoes.

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Achievement Expected standard

Children learn well with others. They listen and concentrate well from a young age. For example, they attend to long story and singing sessions and enjoy role play, acting out real experiences they have had. Children show determination and perseverance. For example, young children show tenacity as they build towers with building blocks that wobble, and older children challenge themselves to dress the dolls without asking for any help from the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures a positive and calm environment for children. She manages children's behaviour well overall. She has clear and fair expectations, and children are aware of the rules, which they generally follow well. The childminder supports children to take turns and share with others and acknowledges how children are feeling. However, there is scope to strengthen practice further in this area to help children to understand and manage their own behaviour more independently in the future.

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Behaviour, attitudes and establishing routines Expected standard

All children benefit from nurturing and secure relationships that help children feel supported and confident. Children seek out the childminder when they need support or reassurance, and the childminder consistently listens and responds to children's requests or worries. The childminder has a clear understanding about the importance of regular attendance, and she works with parents and carers to help ensure that children attend regularly and get the most out of their time in her care, particularly those who face barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model to children and treats children with care and respect at all times. This is mirrored in the children's interactions with one another. For example, older children are eager to help the younger children, and the childminder regularly offers praise when she sees children helping one another and being kind.

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Curriculum and teaching Expected standard

The childminders curriculum gives children wide range of experiences both in and out of her home. Her interactions with children are skilful and develop the children's skills in all areas of their development. The curriculum is play based and is reflective of children's interests, stage of development and what they need to learn next. The childminder ensures that children are challenged and adapts her teaching to extend each child effectively. There is an emphasis on building early foundations for learning and familiar routines that help children to engage and become school ready. Children have daily physical opportunities, including through local walks and using knives to cut fruit at snack time.

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Curriculum and teaching Expected standard

There is a strong focus on supporting children's developing communication and language. The childminder recognises this is a priority and is proactive in seeking out professional development and training to build her skills in this area. The childminder introduces new vocabulary and gives children effective commentary to their play. She makes effective use of stories and songs to support children's developing language skills. Occasionally, children are not given enough time to think and respond to questions, which can limit the development of their language skills and opportunities to express their ideas fully.

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Curriculum and teaching Expected standard

Regular assessment ensures that the childminder knows each child's stage of development. She uses assessment to inform her planning about what she can offer children, and she tailors her teaching accordingly to the needs of each child. Children develop effective mathematical understanding that is introduced naturally through play. For example, children identify and match colours through stories and compare quantity and weight, and count as they play with counting bears and coloured rice.

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Leadership and governance Expected standard

The childminder is dedicated and strives to provide high-quality care for the children and families. She has a clear understanding of her strengths and continually strives to improve. She uses self-evaluation effectively to help prioritise continuous improvement, to help her maintain the high-quality of her practice and provision. She undertakes a range of training to keep her skills and knowledge up to date.

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Leadership and governance Expected standard

The childminder networks regularly with other professionals to share good practice and evaluate and progress her provision further. The childminder has built effective relationships with other providers and regularly shares information to ensure consistency for children who attend other settings. The childminder manages her own wellbeing and workload well. She fully understands local processes and how to access different support and uses this to reduce barriers for children.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of her role and considers the best interests for children. Partnership working with parents and carers is positive. They speak very highly of the support and guidance they receive from the childminder. They also value her nurturing and professional approach. Parents comment on how effectively the childminder communicates with them, which helps keep them well informed about their child's day and progress.

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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's welfare and wellbeing are prioritised. The childminder knows children very well and individualises her care based on children's different home circumstances and individual needs. The childminder builds secure and responsive relationships with children. Children experience a calm and welcoming home-from-home environment where they feel safe and secure. Care routines, such as mealtimes, sleep and personal care, are managed sensitively and respectfully, helping children feel extremely comfortable in the childminder's care.

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About this setting

Children engage enthusiastically in play and activities the childminder makes available to them, and they are confident and familiar with the routines of the day. They benefit from learning in and out of the home, such as through outings to local places and day trips to nature parks and theatres. These experiences support children's personal, social, emotional and physical development well. The childminder follows children's interests and recognises what they need to learn next and what she can offer them to ensure that all children, including those who face barriers to their learning, continually make steady progress from their starting point. Children gain a range of useful skills that prepare them well for school. For example, children show sustained attention from a young age in group activities.

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About this setting

Children develop positive social skills and behave well. They are polite and display positive manners, and the childminder supports them in communication with her and their friends. Children benefit from the support the childminder gives them to help them play cooperatively with others. Children enjoy their learning; they join in with storytelling with delight and enthusiasm and participate in sensory play activities with interest. The childminder helps children feel proud of what they can do. Children persevere at tasks that are tricky and show pride in their achievements.

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Next steps

The childminder should provide children with extended time to think about and respond to questions and explore their own ideas. The childminder should develop children's understanding of how to recognise, express and regulate their emotions so that children are able to positively manage their behaviour independently.

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About this inspection

The inspector spoke with the childminder and children during the inspection. She read written accounts from parents and carers.

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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. Unique reference number (URN): EY359872

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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About this inspection

Local authority: Bath and North East Somerset Council

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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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