Childminder

Childminder

Unique reference number (URN): EY259674 Registered with Ofsted: 30/06/2003 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 creates a calm, nurturing environment in which kindness and respect are embedded into daily routines. She quickly develops warm, trusting relationships so that children feel safe, secure and valued. The childminder works closely with families to ensure they understand the importance of prompt and regular attendance. She thoughtfully remains flexible in her offer to support families' changing needs, allowing children excellent chances to consistently progress in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations for the children's behaviour. Children understand and diligently follow the very clear, consistent and gentle guidance the childminder establishes. They play harmoniously and collaborate successfully. Children consistently show kindness and care, share resources and take turns. They take pride in helping their friends. For example, while preparing for their snack, they offer to fetch their friend's favourite bowl. The childminder actively motivates children to persevere in their chosen tasks, providing timely and consistent encouragement. She praises them at meaningful moments, rewarding young children's growing independence and helping them to succeed.

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Behaviour, attitudes and establishing routines Strong standard

Children eagerly take part in the established routines that match their developmental needs. The childminder takes careful account of each child's individuality and needs, adapting the routine when needed. This ensures that children are consistently engaged in purposeful learning throughout the day.

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Achievement Expected standard

Typically, children achieve well from their starting points. They develop suitable foundational knowledge to support their continued progress. Children use language well and develop a wide vocabulary to express their ideas and needs. Those who speak English as an additional language repeat new words and participate in back-and-forth conversations with little prompting.

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Achievement Expected standard

Children sustain concentration and persevere to complete their chosen task. They confidently use mathematical language as they play. For example, they accurately count objects and describe the colour sequence in their pattern. Children negotiate turn-taking with their peers and solve simple problems. They develop agility and coordination as they dextrously manoeuvre cars and kick large balls. Young children practise transferring small objects with increasing confidence.

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Achievement Expected standard

Children with special educational needs and/or disabilities acquire a suitable range of skills through adaptations to the curriculum. Overall, by the time they are ready to move to the next stage of learning, children are curious and confident learners equipped with the skills they need to progress.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming, child-centred environment where children explore happily and safely. Gradual arrangements to settle children into the routine ensure that secure bonds and a positive rapport are quickly established. Children confidently seek comfort and reassurance when needed. Information about children's individual home routines is gathered and regularly reviewed to help the childminder meet children's changing needs.

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Children's welfare and wellbeing Expected standard

The childminder typically promotes children's health. She follows predictable care routines that match children's needs well. Children develop independence in self-care, washing their hands and learning to use the toilet. They eagerly make healthy food choices as the childminder takes them to choose their fruit and vegetables. Children confidently peel satsumas and enjoy freshly prepared meals. They have begun to learn how to care for their teeth through songs and activities. The childminder plans to further strengthen their learning by encouraging toothbrushing as part of the routine. Daily outdoor play and visits to the park provide opportunities for physical development. Children have a wealth of appropriate choices and engage in organised games. They run, jump and attempt to balance on one leg to exercise. The childminder models calm communication and supports children in recognising their feelings and managing their emotions safely and effectively.

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Curriculum and teaching Expected standard

The childminder plans and delivers a broad curriculum overall. She understands the children's stages of learning and typically builds on what children already know and can do. Assessment is used to review children's progress and to plan what children need to learn next. The childminder knows to take specialist advice into account and adapt activities for children facing barriers to their learning or those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of child development to focus on children's communication and language skills. Children, including those who speak English as an additional language, hear key words emphasised to aid their pronunciation and vocabulary. The childminder recognises that during free play, she sometimes asks children too many questions, and she is focusing on embedding her otherwise high-quality interaction into practice. This will help to further extend children's emerging thinking and secure a deeper level of learning.

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Curriculum and teaching Expected standard

Books, stories and songs support early mathematics through daily routines and the environment. Children are supported in counting, sorting, sequencing and learning rhythm and language patterns. The childminder develops children's personal, social and emotional skills. For example, children visit local groups to socialise. A range of resources supports children's physical development. Children use sensory materials and tongs to strengthen fine motor skills and hand-eye coordination. They learn coordination and control by playing on large equipment.

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Inclusion Expected standard

The childminder is ambitious for all children and provides an inclusive environment where all are welcome. She works closely with parents to gather detailed information about the children's individual needs and capabilities when they first start. This allows her to establish any additional support children may need. The childminder is highly aware of the community she serves. For example, she knows that children attending may speak English as an additional language. Consistent communication with parents ensures effective strategies to support children in acquiring proficiency in English and to reduce any barriers to learning. For example, she ensures children have opportunities to hear their home language alongside English during their play. This allows children to become confident communicators in English.

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Inclusion Expected standard

Accurate assessments, along with knowledge of children's abilities, help the childminder quickly identify emerging gaps in learning. She takes prompt action and collaborates with parents and external professionals to ensure consistency. Children's progress is carefully planned and regularly reviewed. Teaching is adapted to provide targeted support, such as focusing on speech when needed. Close working with agencies already involved in children's lives ensures the needs of disadvantaged children are known and their wellbeing is supported. The childminder knows how to use the additional funding she may receive appropriately to close gaps in children's learning. The childminder is seeking to strengthen her knowledge of how to support children with special educational needs and/or disabilities further to boost her practice.

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Leadership and governance Expected standard

The established childminder is ambitious for all children. She regularly meets with her coordinator to share best practice, and she keeps up to date with changes in statutory requirements. The childminder considers the effectiveness of her provision, holds a realistic view of her practice and skills and generally identifies what she wants to improve. Since the previous inspection, she has focused on her professional development and undertaken various training, including on how children learn. Overall, she has applied her learning to better sequence the curriculum, helping children learn in a logical way.

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Leadership and governance Expected standard

The childminder understands the importance of collaborating with specialist professionals to support children with special educational needs and/or disabilities, as well as those who face barriers to their learning. Although she has developed some links with other settings children also attend, she recognises the importance of strengthening her communication with all settings to ensure a coordinated approach to learning and wellbeing.

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Leadership and governance Expected standard

The childminder works successfully with parents from the start. She supports parents in understanding child development. For example, the childminder supports them in understanding when they should consider beginning toilet training their child. She maintains positive relationships with parents, providing consistent feedback about children's wellbeing and development. Parents overwhelmingly praise the 'high-quality care, kindness and support' they and their children receive from the caring childminder.

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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 arrive happy and confident in a nurturing and purposeful environment. The childminder quickly develops trusting bonds with the children as they settle at their own pace. They show emotional security as they confidently explore all the inviting opportunities.

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

Overall, children achieve well. The childminder works very closely with parents to make sure the children attend all sessions. Activities are mostly planned and reviewed to take account of what children need to practise and learn next. Children feel valued and develop a sense of belonging as the environment reflects their backgrounds, personalities, current interests

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About this setting

Unique reference number (URN): EY259674 and learning needs. They find their favourite books and listen with curiosity and concentration, remembering to take turns when expressing their thoughts. Children who speak English as an additional language hear their home language in the setting. This helps them to acquire English.

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About this setting

Children are pleased to see one another and cheerfully play alongside their peers. The childminder fosters an environment of care and kindness. She respectfully establishes boundaries for acceptable behaviour which children know, understand and follow. Typically, children behave well and engage in cooperative play. For example, older children show care for the younger children and help tidy resources. Children engage in plenty of mathematical play. They use language for comparison when identifying the 'tallest' and 'shortest' towers.

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About this setting

The childminder takes children on outings to local play groups and to explore their local community. Children buy fresh fruits and vegetables and look forward to their snack. Young children have a go at peeling and chopping fruit, and older children model how to slice small pieces. Children are reminded to look out for their friends to keep themselves and each other safe during outdoor exercise. Overall, children have fun developing the foundational knowledge they need to progress to their onward learning.

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Next steps

The childminder should strengthen partnership working with other settings children also attend to ensure a collaborative approach to their learning and development. The childminder should consider the amount of questions children are asked during their free play to support their thinking and secure a deeper level of learning.

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About this inspection

The inspector spoke with the childminder and children 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,Friday : 08:20 - 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

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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