Childminder

Childminder

Unique reference number (URN): EY453400 Registered with Ofsted: 01/10/2012 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 Strong standard

Children make consistent and secure progress from their individual starting points across all areas of the curriculum. They receive targeted support, and any learning and development gaps are closed. Although the childminder is still developing areas of the curriculum, children make excellent progress and are remarkably well prepared for the next stages of learning. Children use a range of mathematical language that is ambitious for their age and stage of development. For instance, toddlers use words such as 'tall' for height and count accurately and confidently. Three-year-olds learn different vocabulary for taking away and enjoying making simple number sentences, such as, 'Five minus one makes four.' They communicate their needs and feelings with confidence and clarity.

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Achievement Strong standard

Children are highly respectful and thoughtful for their age. They share resources and ask other children for help. Children understand that their behaviour affects others and shows excellent self-control. For example, toddlers tell the childminder they are 'waiting for my turn', find other toys to play with and allow others to continue with their play uninterrupted.

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Behaviour, attitudes and establishing routines Strong standard

Children know the expectations and routines in the setting. They show exemplary control and understanding of how to behave well. The childminder develops children's ability to follow routines and transitions through the day. For example, she uses songs for different times of the day, such as tidy-up time. Children respond quickly when songs are played and tidy up until all toys are put away. Songs make the routines enjoyable, and children sing and wiggle as they complete the tasks. Children learn independence skills. They arrive, put their pictures on the board, hang their own coats and put their shoes in the rack. The childminder spends time helping children put on their own shoes and coats before going outside. Children enjoy being able to do this for themselves. They are confident in telling others what they need to do and are willing to help.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models kindness and respect for children. For instance, she offers choices to children and asks them whether they want her help. The childminder builds positive relationships with children who follow her example. For instance, children share toy 'lollies' with their friends and ask what they want to play with. Children know how to be gentle with the childminder's cats and demonstrate respect for animals. The childminder ensures that parents follow her expectations for attendance.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe space for children. She ensures that the house and garden are clean and safe for children before they arrive. The childminder teaches children to assess risks for themselves. For instance, children learn that they need to tidy away toys, so they do not fall over them. They learn how to travel to and from nursery drop-offs safely. For instance, children know to stop and look for vehicles, stay on the pavement and learn how to cross the road together.

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Children's welfare and wellbeing Expected standard

The childminder supports children's hygiene routines. For example, she blows children's noses when needed and ensures that they wash their hands. However, although the children show high levels of independence in other ways, the childminder does not extend their ability to recognise when they need to blow their nose, why and how to do so for themselves, fully promoting their independence in self-care.

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Children's welfare and wellbeing Expected standard

Children learn the names of emotions, and the childminder encourages them to think about how they are feeling. For instance, toddlers explain that they feel sad as they want a toy another child has. The childminder asks them to think for themselves about what they can do. Children show understanding and know they can speak to their friends. They play well together and develop positive relationships with the childminder and their peers. For example, they say sorry if they bump into someone and show genuine care. Children learn about healthy foods and why we need to brush our teeth. They build a love of playing outside in the fresh air and benefit from regular opportunities to develop their physical health inside and outside. For instance, they access climbing frames inside and build stamina on walks in the local area.

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Curriculum and teaching Expected standard

The childminder delivers a well-sequenced curriculum closely linked to children's next steps, individual needs and interests. She regularly reviews her offer and monitors how well it supports children across all areas of the early years foundation stage curriculum. The childminder collaborates with parents to keep her assessments up to date and to create relevant learning opportunities that children will enjoy. However, the childminder is still developing the use of waiting times, such as preparing for snack times, to fully promote children's individual learning needs.

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Curriculum and teaching Expected standard

Children build good foundations for learning. For example, they develop their physical skills and coordination during regular visits to local parks. These activities also support children's confidence and ability to challenge themselves, building their sense of self and what they can do. Children learn songs and repeated phrases in books. They join in enthusiastically and regularly practise their communication and language skills. The childminder repeats words and models pronunciation to further support children's speech development. Children learn how to follow instructions and stay focused during activities.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development. She offers specific and timely opportunities for children during planned activities and free play. For example, children learn the 'Five Little Ducks' song and use it to understand the meaning of one more and one less. Children apply this in their play and tell the childminder, 'Three blocks is one less than four.'

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Inclusion Expected standard

The childminder has high expectations for all children in her care. She monitors children closely and identifies when they have gaps in their learning and development. The childminder passes on concerns to other professionals and parents. For example, she completes 2-year progress checks and discusses any issues with health visitors and parents. The childminder understands the importance of using funding effectively to support the children it is intended for. She knows to address any gaps in her understanding through targeted training. The childminder understands that expert views and input should be used to support strategies and ideas for the best use of the funding.

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Inclusion Expected standard

The childminder gets to know the children in her care well. She plans and adapts activities to meet their individual needs and next steps. For instance, she offers a range of climbing and balancing opportunities for children in the garden based on their physical abilities. The childminder adapts as needed, so all children can join in. Older children jump and move quickly, while younger children develop balance and control with the childminder standing nearby or steadying when needed. However, the childminder misses opportunities to adapt waiting times and experiences at snack time to meet children's individual needs.

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Leadership and governance Expected standard

The childminder works closely with parents and other settings children attend to support children's individual needs. For example, she attends training sessions at the nurseries children attend to promote consistency in care and learning. The childminder reflects on the needs of the children who attend and identifies improvements and training specifically linked to their needs. This supports the wellbeing and workload of the childminder by focusing her training on what is most impactful for children. Although the childminder has a good overall understanding of the quality of her provision, she still needs to develop the learning experiences during snack times when children wait.

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Leadership and governance Expected standard

The childminder considers parents' thoughts and children's interests when evaluating what she offers in her curriculum. For example, she asks parents for regular written feedback on, 'Two things she is doing well and at least one suggestion for improvement.' She develops positive, open relationships with parents, and they are confident enough to share their ideas. For example, although parents are highly complimentary of the childminder, they do include things they would like to see more of. The childminder responds positively to these suggestions and makes changes. For example, if parents ask for specific trips or outings, she ensures that they go regularly when the child attends.

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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 are happy, and they feel safe in the childminder's nurturing home. The childminder offers bespoke and collaborative settling-in procedures when children start with her. She works with parents to ensure that each child is ready for and settled in her care. The childminder has procedures in place to ensure that children attend regularly, ensuring continuity of care and learning. Children build secure bonds with the childminder and their peers. They seek the childminder for reassurance and cuddles when needed. The

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About this setting

Unique reference number (URN): EY453400 childminder provides individual attention and comfort, helping children feel loved and valued in the setting.

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About this setting

Children make progress from their varying starting points. The childminder uses regular assessments and information from parents and other settings children attend to create relevant learning opportunities and next steps. She identifies where children need more support or adaptations to meet each child's individual needs. Children are prepared for their next steps in learning and development, including starting nursery or school. Children build habits and skills of independence and confidence. For instance, they keenly choose what they would like to play with and share their thoughts. They join group discussions and talk about the foods they like and do not like at mealtimes. Children learn to collect their own cups and plates and choose what they would like for snacks. They learn to attend to their own toileting needs and know how to wash their hands properly. Children regulate their behaviour and have learned to take turns. Parents comment on the progress children have

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About this setting

made since starting with the childminder and how children benefit from the rules and routines she puts in place.

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Next steps

The childminder should further support children's ability to know when and how to blow their own noses. The childminder should develop the use of waiting times at snack time to ensure that children are engaged in a wider range of purposeful learning at all times.

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About this inspection

The inspector spoke with the childminder and the children during the inspection. She viewed written testimonials from parents.

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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: Tuesday,Wednesday,Thursday : 07:15 - 17:15

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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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