Childminder

Childminder

Unique reference number (URN): EY356757 Registered with Ofsted: 02/10/2007 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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Inclusion Strong standard

The childminder has highly effective systems in place to gather relevant information about children before they start to attend her setting. She works collaboratively with parents, carers and other relevant professionals to identify and assess children's needs and provide the necessary individualised support. For example, when children who may find it difficult to talk in social situations show a fascination with a favourite song, the childminder includes this during their play. She introduces puppets and joins children in the singing and puppeteering. Children become deeply engaged and gain the confidence to sing along with her. This successfully extends children's language and social communication skills.

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Inclusion Strong standard

The childminder has recently attended training to further support children with special educational needs and/or disabilities (SEND). She understands the importance of regular attendance for all children, including those with SEND. She helps arrange transport so children can attend when unforeseeable situations arise. As a result, all children, including those with SEND, or those known to children's social care, make significant progress from their starting points. Parents appreciate how the childminder supports children with available funding, such as early years pupil premium. The childminder values parents' views on how any money is spent and works closely with them to adapt support if their needs change.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make typical progress in their communication and language development. Children celebrate achievements and show high levels of self-esteem as they delightedly exclaim, 'I caught it', during a game of catch. Children learn happily and confidently through trial and error. They become independent learners and develop the essential knowledge and skills, such as resilience and perseverance, for their future learning and development. This is evident when children independently look for a drumstick to play a musical instrument with. They do not give up and smile with pride as they find it, and their efforts are meaningfully praised.

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Achievement Expected standard

Children continually learn new skills and demonstrate they feel confident and happy to learn through trial and error. For example, children have time and space to practise skills such as putting on their shoes independently. This prepares them for their transition to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder prioritises settling-in procedures. She offers settling-in sessions to help children become familiar with the environment and develop secure attachments with her. This supports children's emotional development from the start. Children smile as they take turns and play together cooperatively. The childminder supports children's behaviour with typical kindness and sensitivity and is mindful of their level of understanding. She sets a clear example by modelling positive behaviour. She listens and responds to children with respect and attentiveness. The childminder praises children's acts of kindness, such as when they share a popular toy. This assists children in understanding the positive behaviours that are expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children learn how to recognise risks. For example, they learn about road safety when they go out on walks. The childminder recognises that some children find visiting new places challenging, depending on their age and stage of development. She introduces real-life visual aids, such as pictures of where they are going. This particularly benefits children with special educational needs and/or disabilities, helping them fully and safely participate in a broad range of activities and experiences. The childminder promotes and supports punctuality and regular attendance. Children follow visual cues, understand predictable routines and grow in confidence and independence.

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Children's welfare and wellbeing Expected standard

The childminder works with parents and carers to follow home routines for feeding, sleeping and nappy changing. Tailored routines ensure that all children, including those with special educational needs and/or disabilities, develop physical and emotional wellbeing. Overall, the childminder follows appropriate hygiene routines. However, children are not consistently supported in understanding how hygiene routines help stop the spread of germs and why this is important.

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Children's welfare and wellbeing Expected standard

In-depth information is gathered from parents before children start to attend the setting. The childminder ensures that any specific dietary requirements are catered for. Children build caring attachments to the childminder as they feel valued and safe. Parents view daily safety checks the childminder carries out before their children start so that they can help children understand procedures that keep them safe. For example, children know to always ask the childminder's permission before stroking pets. The childminder teaches children how to approach dogs safely and to be respectful of them. Children develop a secure understanding of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Regular trips to the allotment provide therapeutic, real-life experiences that help children learn about being healthy through physical activities. They learn about where their food comes from by growing, picking and eating produce in the allotment. It also helps children understand and regulate emotions as they connect with their inner selves and nature.

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Curriculum and teaching Expected standard

The childminder has received further training to support children's communication and language development. As a result, she consistently gives children time to respond to questions asked of them. The childminder extends their vocabulary by using descriptive language. For example, she plays with dough alongside children and uses familiar words, such as 'squeeze', to help children understand new words, such as 'manipulate'. This builds children's vocabulary, enabling them to become confident, social communicators. Plenty of outdoor play and many trips, including to the local park, running, climbing and exploring nature in the fresh air, hugely benefit children's physical and mental wellbeing. The childminder generally weaves mathematics throughout daily routines, which results in children beginning to use numbers in their play. However, the childminder does not consistently help children count with accuracy so they develop a deeper knowledge of

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Curriculum and teaching Expected standard

The childminder introduces strategies such as 'now and next' boards. These visual aids ensure that all children, particularly those with special educational needs and/or disabilities, can begin to make informed choices. This supports their independence in preparation for school. Settling-in processes and regular assessments of children's progress help the childminder plan and implement activities that build on what each child already knows and can do.

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Leadership and governance Expected standard

Since the last monitoring visit, the childminder has completed training and has plans underway to continue this to develop provision and practice, such as around her risk assessment procedures. Her procedures are implemented well and shared regularly with parents and carers. This promotes children's safety and welfare at the setting. For example, parents discuss safety rules with their children before starting, such as how they must ask permission before stroking the dog.

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Leadership and governance Expected standard

The childminder should further consider how she can help children fully understand and follow good hygiene practices more consistently.

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Leadership and governance Expected standard

The childminder builds highly effective partnerships with parents and other professionals, such as the early years team in the local authority. She discusses available funding and resources with parents to keep them fully informed about the services available to support their children. As a result, all children, including those with special educational needs and/or disabilities (SEND) and those known to children's social care, make ongoing progress in all areas of their learning and development. Additional funding is allocated effectively to support children's development. For example, the childminder purchasing an allotment has supported children to develop healthier lifestyles and habits. Parents value the daily communication about their children's day and developmental progress. Procedures and practice ensure that appropriate support is in place for children with SEND or who face other barriers to learning.

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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 thrive in this nurturing and inclusive setting. They happily wave goodbye to their parents and carers at the door when greeted by the extremely kind and friendly childminder. The childminder shows patience, listening carefully as children share information and ideas with her. The genuine interest the childminder takes in what children have to say helps them build trusting and caring attachments to her. The childminder engages children in daily discussions about simple and fair rules, such as using 'kind hands'. This consistent daily

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Inspector:

Louisa Taylor reminder helps create a very calm and harmonious environment. This ensures that children feel safe, respected and excited about attending.

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Inspector:

The childminder offers in-depth discussions with parents before their children start. This helps the childminder understand children's starting points and plan for any additional support they may need. The childminder provides visual aids and talks children through self- care routines, such as handwashing. Children with special educational needs and/or disabilities and those who speak English as an additional language particularly benefit from these strategies. They become increasingly independent in their personal care because of the precise and targeted support.

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Inspector:

The curriculum includes many outings, as the childminder recognises that children benefit from the fresh air. Children spend time exploring the garden and going on regular outings, such as trips to the beach, farms and forest schools. These real-life experiences give children opportunities to build social skills and feel a sense of belonging in their community. For example, at playgroups, children develop their friendship-making skills. This helps them form secure and lasting friendships when they move on to school.

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Inspector:

The childminder continuously reviews her provision to optimise children's welfare and wellbeing. For example, she understands that supporting good dental and oral health is important. The childminder has undertaken specific training to implement and promote supervised teeth-brushing. The childminder supports families with regular attendance in preparation for school.

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Next steps

The childminder should strengthen opportunities for children to count with precision through play experiences to further extend their understanding of number and quantity. The childminder should reinforce children's growing awareness of the importance of hygiene practices even more consistently.

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About this inspection

The inspector spoke with the childminder, children 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,Wednesday,Thursday,Friday : 07:00 - 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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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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