Childminder

Childminder

Unique reference number (URN): EY333433 Registered with Ofsted: 31/08/2006 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 are suitably prepared for the next stage in their learning. They confidently use new vocabulary introduced as they play. They show an enjoyment of reading. Children sit on comfy chairs and look at books. They snuggle up to the childminder and ask for the book of the week. They recall the story and discuss what they remember, such as using a spoon to 'mix' and 'stir' the ingredients to make pancakes. Children who face barriers to their learning and/or wellbeing are well supported to make the best possible progress. Children are happy and inquisitive learners. They remain engaged in their learning for extended periods, considering their age.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with consistent routines throughout the day. This helps them feel safe and secure. She provides a good balance of activities and encourages the children to take the lead in their play. When children ask to play outside, the childminder adapts her plans to meet their interest. The childminder takes the different ages of children in her care into consideration. She makes adaptations for their behaviour management. For example, she encourages the older children to be positive role models for the younger children and share their toys. Younger children are reminded not to stand on books and to look after their belongings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses her relationships with children to guide their learning. For example, when children want to jump off the climbing frame, the childminder is quick to offer support and guidance. Children quickly build confidence and say they do not need any help. Children build resilience and develop a 'can-do' attitude.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares information with parents so that they are aware of the importance of good punctuality and attendance. She is very flexible to support working families.

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Children's welfare and wellbeing Expected standard

Children thrive in the care of the kind and professional childminder. The childminder builds secure attachments and responsive relationships with children. She uses these to support their overall welfare and wellbeing. When children become overwhelmed, the childminder remains calm and consistent. She uses distraction and gently talks to them about their feelings. She is always on hand with a reassuring cuddle and gives children the time that they need to regulate their emotions. Children mirror this behaviour and recover with ease. They are keen to return to their play.

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Children's welfare and wellbeing Expected standard

The childminder has a deep understanding that children learn at their own pace. She helps children develop their physical skills and look after their own personal safety. The childminder knows what each child needs to learn next. When they are struggling to master a tricky concept, she provides encouragement and praise. The childminder shares strategies with parents to help them handle tricky situations. This approach supports children's wellbeing and individual needs.

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Curriculum and teaching Expected standard

The childminder's curriculum is typically well planned. Children develop knowledge and skills across all areas of learning. The childminder's planning is well sequenced so that children have time to repeat and embed their learning. For example, children develop their fine motor skills by mixing paint, using chopsticks and cutting paper with scissors. The childminder provides a narrative as the children play. Children hear, learn and use a wide vocabulary, such as 'shiny' and 'reflective'. Children are independent in some self-care skills. At other times, the childminder and her assistant do things for the children that they can do themselves. For example, they put aprons on for them and wipe their hands after painting. This means that children do not always learn the self-help skills that they will need when they start school.

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Curriculum and teaching Expected standard

The childminder interacts warmly and responsively with the children. For example, when children have a tray of pretend cakes, the childminder evolves this into a mathematics game. Children discuss the cost of each item and pretend to purchase them from the baker. She adapts her teaching so that all children can join in. Younger children learn to count to 3, while older children can count to 10 and beyond with confidence. This makes mathematics fun and accessible as children play.

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Inclusion Expected standard

The childminder has high expectations for all children. She takes time to get to know each child well. She uses this information, alongside her observations, to identify what children know and can do. She assesses what they need to learn next and if there are any gaps in their learning. This helps her provide children with focused support and help them make progress. There are effective processes in place to share information with parents. This helps create a collaborative approach when children need more support. Parents share information with the childminder so that she can make referrals to external professionals.

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Inclusion Expected standard

While children are waiting for specialist help, the childminder uses effective strategies to remove barriers to learning. For example, she uses a layered approach to target children's communication and language development. Children listen to stories, sing nursery rhymes, watch online programmes, play communication games and join in action songs. The aim is to reduce gaps in children's learning with targeted support.

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Inclusion Expected standard

Most children develop their conversation skills well, including those who speak two languages. The childminder provides resources and teaching aids in both languages. Children are successful at learning two languages. Most children are confident communicators when they start school.

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Leadership and governance Expected standard

The childminder is very reflective. She takes action when she identifies areas for improvement. For example, when caring for children with special educational needs and/or disabilities, she organises professional development for herself and her assistant. This creates an inclusive environment as they can meet the needs of each child. They can recognise when children need additional support. They put strategies in place to help children in their learning development.

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Leadership and governance Expected standard

The childminder considers her wellbeing and the workloads of her assistant. She has built relationships with other childminders so that she has an effective support network. This includes the families of the children who she cares for. They report that she is kind, professional and nurturing. They appreciate the home-from-home environment that she creates for their children, so they have a consistent learning environment. While this supports children in the setting, the childminder has not yet established effective relationships with other settings children attend. This means that there is no collaboration or shared information between settings about children's care, learning and development.

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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 builds close and nurturing relationships with children and their families. The childminder works with parents from the onset so that she gets to know each child well before they start. This helps them settle with ease. The childminder prioritises children's wellbeing, and they approach her for cuddles and reassurance when required. There is a focus on developing children's communication and language skills. This is achieved through effective interactions and a language-rich environment. Children read books independently, sing songs and join in conversations. They engage in a balance of free play and planned activities throughout the day. For example, children develop their fine motor skills cutting up shiny paper to decorate lanterns. They learn about Chinese New Year through crafts and stories.

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

The childminder fosters children's social skills by, for example, taking them out in the community. They attend local toddler groups so that they play with a wide range of children of different ages. This helps them to build friendships and a sense of belonging in their community. Children thrive in the care of the kind and attentive childminder. They are happy and contented in the homely environment. As a result, they confidently explore the environment and choose what they would like to do. For example, everyone goes out to play in the well-equipped garden to enjoy the fresh air and develop their physical skills. Children wait patiently for their turn on a scooter. They tell their friends that they can 'have a turn' because they have had 'a long go'. Children are learning to negotiate and solve problems. They develop positive relationships and key skills for when they start school.

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Next steps

The childminder should review her curriculum to have a sharp focus on developing children's independence so that they learn to do things for themselves. The childminder should build effective relationships with other settings that children attend so that there is a collaborative approach to children's care and development.

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About this inspection

The inspector spoke with the childminder, her assistant, children and read parent reviews 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Our grades explained

registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, knows 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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