Childminder

Childminder

Unique reference number (URN): EY354357 Registered with Ofsted: 25/05/2007 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. As a result, children are highly respectful and behave remarkably well. The childminder has close relationships with children. They quickly learn what is expected of them. The childminder regularly models good manners for children, and therefore, they say 'please' and 'thank you' as they play. Older children demonstrate a deep understanding of the needs of others. The childminder has conversations with them about how the needs of babies might be different. Children speak knowledgeably about how younger children will learn new words and skills as they grow older, for instance. Children also demonstrate an excellent understanding of sharing and taking turns. They play harmoniously with one another and build secure relationships with their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a robust approach to attendance and punctuality. She encourages parents to understand the importance of routines. For example, she liaises with them to support their understanding of attendance and the positive impact of punctuality for preparing children for school. The childminder monitors children's absences consistently and provides targeted support for families if she is ever concerned. The childminder takes account of expert guidance to further strengthen her approach to attendance.

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Achievement Expected standard

Children are happy and engaged learners. They make progress from their starting points across all areas of learning. Therefore, all children acquire skills that prepare them for the next stage of their education, such as school.

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Achievement Expected standard

Children begin to build broad vocabularies that reflect their experiences and interests. For example, they name dinosaurs, such as 'Tyrannosaurus Rex' and 'Pterodactyl'. They typically develop a secure mathematical understanding as they play and learn. For example, they begin to use the language of size and length as they describe items of interest. Children reflect on characters that are 'bigger' and 'smaller' in their stories. Children also begin to learn about early counting.

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Achievement Expected standard

Children generally learn to do tasks for themselves. For example, older children go to the toilet alone and learn about general self-care, such as dressing. However, the children are not consistently provided with a range of age-appropriate opportunities to strengthen their independence skills even further.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe and welcoming space for children. They build close attachments with her and feel safe in her home. The childminder provides children with exciting activities that focus on their interests to help them feel valued and engage in play. The childminder provides children with access to the outdoor environment daily. She has an inviting garden and takes children on trips to the forest and beach. Children benefit from experiences that teach them about nature in the area in which they live.

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Children's welfare and wellbeing Expected standard

The childminder carries out care routines sensitively. She sings with younger children and provides them with gentle reassurance as she changes their nappies and settles them for a sleep. The childminder also helps children to use the language of emotions. As a result, children speak with confidence about how they are feeling and seek support from the childminder to manage emotions effectively. Children typically acquire knowledge that helps them stay safe and healthy. For example, the childminder promotes healthy practices, such as handwashing and a balanced diet. Children learn about personal safety when they are out on walks. The childminder teaches them about being sensible near roads.

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Curriculum and teaching Expected standard

The childminder has developed a clear curriculum. She understands what she wants children to learn and considers how to arrange her activities so that they focus on each child's stage of learning. The childminder uses ongoing assessments to monitor children's progress. She also liaises with parents to discuss children's development and identify any gaps in the children's learning.

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Curriculum and teaching Expected standard

The childminder has developed her explicit teaching of mathematics. She knows that children learn differently, so she adapts her approach to teaching them about numbers. For example, she uses board games with numbers one to 6 to consolidate children's number recognition. The childminder also places a sharp focus on communication and language. She provides children with plenty of opportunities to learn new words. Together, they explore rhymes, stories and singing.

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Curriculum and teaching Expected standard

The childminder generally has high expectations for what children can achieve and provides precise learning to help them progress. The childminder has identified that children need to be encouraged to self-select activities, and this is something she has been working on. At times, the childminder's planned activities and routines do not provide children with opportunities to practise carrying out tasks for themselves. For example, the childminder will often tidy up for children and carry out simple tasks for them. However, the childminder encourages older children to carry out hygiene routines independently.

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Inclusion Expected standard

The childminder's provision is inclusive. She is welcoming to all children and ensures her home is accessible to everyone. The childminder carries out starting-point assessments for all children so that she is fully aware of their stage of development. The childminder also works with parents to understand children's progress at home.

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Inclusion Expected standard

The childminder recognises different barriers to children's learning and/or wellbeing, such as those who may be at a disadvantage, and works with families to ensure that children receive their full entitlement to early education. The childminder is knowledgeable about how to use any additional funding received to support children effectively. For example, she has previously offered transport to support regular attendance. The childminder does not currently provide care for any children with special educational needs and/or disabilities (SEND). However, she reflects on her experiences and discusses how she maintains high expectations for all children's achievements. The childminder explains how she has previously worked with external professionals, such as speech and language therapists, to collaboratively support children's needs. Although the childminder has previously engaged in some training to help her understand how to support children's

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Inclusion Expected standard

different needs, she identifies that she would seek further training to increase her understanding of how to implement the graduated approach and use the assess, plan, do, review cycle should children with SEND attend her provision.

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Leadership and governance Expected standard

The childminder has a clear oversight of her setting. She knows children and their families well. The childminder builds strong partnerships with parents and values the positive feedback they provide. The childminder recognises the importance of liaising with other early years professionals, such as those at other early years settings that children attend. She discusses progress and learning information with them and collaborates with any individual plans to support children who may have special educational needs and/or disabilities (SEND). This ensures that children have equal access to the curriculum and benefit from a shared approach to their learning.

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Leadership and governance Expected standard

The childminder carries out some reflection on her provision. For example, she considers how her resources meet the needs of different children. Typically, she identifies children's needs and learning styles and adapts her provision as necessary. The childminder also uses evaluations from parents to support her in identifying areas of improvement if necessary.

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Leadership and governance Expected standard

Generally, the childminder engages in some training to keep her knowledge up to date and to support the children currently in her care. The childminder also recognises that she could further her knowledge to enhance her understanding of supporting children with SEND in the future.

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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 receive a warm and friendly welcome from the childminder. They feel safe and settled as they confidently explore the exciting activities that have been set up for them. Children develop close relationships with the childminder. They cuddle with her and ask her to join in with their puzzles and games. Children are also highly respectful to those around them. They play kindly alongside one another and begin to develop friendships.

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

The childminder is passionate about enriching her curriculum to provide children with a range of experiences. She takes children to farms and forest activity sessions, for instance, to develop their language skills and their understanding of the world around them. The childminder also takes children to the local library to explore their interests through stories. For example, when children are keen to know more about dinosaurs, she takes them to borrow books, and they read them together. Children feel valued as their interests are celebrated.

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

The childminder has clear policies in place, which she shares with parents. She recognises the importance of attendance and regularly promotes it with the families of the children who attend her setting. Children attend regularly and consistently access their educational entitlement as intended.

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About this setting

Operating hours: Tuesday,Wednesday : 08:00 - 17:30

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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 further strengthen opportunities for children to develop age- appropriate independence skills.

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About this inspection

The inspector spoke to the childminder, children and parents 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

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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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