Childminder

Childminder

Unique reference number (URN): 317925 Registered with Ofsted: 06/07/1993 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

There are clearly structured routines that children follow with confidence. Children form trusting relationships with the childminder. They seek her out for reassurance and are keen to involve her in their play. The atmosphere is calm and purposeful as children enthusiastically explore a wide range of well-organised resources. The childminder ensures that children of all ages can access her curriculum. She supports younger children to join in with activities. The childminder works collaboratively with parents and carers to promote regular attendance and reinforce the positive impact this has on children's progress.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children understand that the childminder has clear expectations for behaviour. They learn how to share, take turns and show respect for each other and for resources from an early age. The childminder is an excellent role model, which results in children demonstrating good manners. Children respond positively to the childminder's consistent encouragement. The childminder is quick to offer children praise for their efforts and congratulates them on their achievements. This supports children's confidence and emotional wellbeing. Children develop a secure belief in their own abilities and are very well prepared for future learning.

p.2

Children's welfare and wellbeing Strong standard

Well-embedded routines support children to develop independence and essential life skills. The childminder has high expectations, and children follow hygiene practices with confidence. They take responsibility for personal-care tasks, which are suited to their age and abilities. Even the youngest of children know to take themselves to the changing mat and lay down when the childminder talks to them about nappy changing. Younger children are provided with a safe place to sleep, and safer sleep guidelines are followed. Older children know to wash hands, take off their shoes and hang up their coats on arrival. The childminder supervises children closely to ensure their safety as they build these skills.

p.2

Children's welfare and wellbeing Strong standard

The childminder ensures that the children receive a healthy, well-balanced diet. Mealtimes are social occasions where children are encouraged to sit together and have time to talk about their day and how they feel. This contributes very positively to children's wellbeing. The childminder does not encourage screen time in the setting but does discuss with older children how to keep themselves safe online.

p.2

Children's welfare and wellbeing Strong standard

The childminder actively encourages children to make choices and listens to their ideas and views. As a result, children feel valued and show growing confidence. Children enjoy being active. They are eager to play in the garden where they explore a wide range of resources. The childminder guides children to take manageable risks as younger children learn to navigate different terrains, such as stepping over roots of trees on woodland walks, and older children are supported to climb. With her sensitive support, children build resilience and a confidence in their abilities. The childminder plans outings that widen children's experiences and helps them learn about the world beyond the home.

p.2

Achievement Expected standard

Children make expected progress from their starting points because support is matched to their needs. Children develop secure foundations, positive attitudes and increasing levels of independence that prepare them well for the next stage of their education, including their move on to nursery or school.

p.3

Achievement Expected standard

Children show enthusiasm and curiosity as they explore a range of activities and experiences. They gain confidence, develop new skills and show sustained interest in their play. They make secure progress in their personal, social and emotional development, learning to manage their feelings, play cooperatively and build positive relationships with others. Children develop their communication and language skills well, listen attentively and communicate their needs clearly. Their physical development progresses as they build strength, coordination and control through varied opportunities indoors and outdoors.

p.3

Achievement Expected standard

While the childminder does not have any child currently on role with barriers to learning, the childminder would benefit from strengthening her knowledge to ensure that should any barriers arise she can support children swiftly and effectively.

p.3

Curriculum and teaching Expected standard

The childminder has a clear view of what the she wants children to learn and how to prepare them for their next stage of education. She thinks carefully about the knowledge and skills children need and plans activities that build these securely over time. The childminder ensures that children access an ambitious curriculum.

p.3

Curriculum and teaching Expected standard

The outdoor environment is used effectively to support personal, social and emotional skills and communication and language. Children have daily opportunities to develop their physical skills, build confidence and practise communication in meaningful ways. Children benefit from frequent opportunities to explore the local community, such as parks, farms, museums and community groups. These outings broaden children's understanding of the world, build their social confidence and provide valuable real-life experiences that enrich the curriculum.

p.3

Curriculum and teaching Expected standard

The childminder supports children's language well during play and conversations. She works closely with parents and carers to build on children's skills and knowledge. She values diversity highly. Books and resources reflect a wide range of cultures and family structures. The environment has been well considered and planned to capture children's interests and curiosity. Mathematics is woven into everyday practice as the childminder counts, sings number rhymes and uses mathematical language such as 'bigger', 'longer' and 'higher', which supports children's knowledge of mathematical concepts.

p.3

Curriculum and teaching Expected standard

The childminder is reflective in her practice and works with the local authority and other childminders for support. She would benefit from further professional development to enhance her teaching even further to ensure that every interaction is treated as a learning opportunity.

p.3

Inclusion Expected standard

The childminder works in partnership with parents, enabling her to develop an effective understanding of each child. She carries out observations and regular assessments to ensure that all children are progressing from their starting points. The childminder's many years of experience give her the knowledge to allow her to identify any barriers to learning that children may face, so she knows how to take steps to implement strategies to support them if needed. The childminder does not currently have any child on roll who face any barriers to learning but understands the importance of gaining further knowledge to strengthen her ability to fully support children who may develop barriers to learning in the future.

p.4

Inclusion Expected standard

The childminder understands the importance of sharing information with other professionals, especially those who share the care of children. She has a positive working relationship with local nurseries that children attend and shares children's progress and next steps with them. The childminder completes progress checks and shares information with families and health visitors. She has a sound understanding of support that is available to families in the local area and confidently directs them to services for further support.

p.4

Leadership and governance Expected standard

The childminder works hard to create an engaging and nurturing environment that meets the needs of children. She reflects on practice regularly and uses this ongoing evaluation to make adaptations and improvements to the provision. This helps to ensure that the provision remains reflective of children's needs and ensures that she has an understanding of her strengths and areas for development. The childminder uses what she knows about each child to provide learning opportunities that capture their curiosity, while introducing new skills and concepts by following the children's interests. This means that children are motivated to take part and are supported to build on what they already know, helping them make steady progress across all areas of learning.

p.4

Leadership and governance Expected standard

The childminder sources professional development opportunities to help enhance her knowledge and understanding. She applies this learning effectively to strengthen her practice and improve the overall quality of her setting. This commitment to professional development and reflective practice ensures that children receive care and education that are well informed and up to date. However, the childminder would benefit from further training to help her strengthen children's learning even further. The childminder makes decisions that are based on the best interests of the children currently in her care by building positive, open relationships with families and following the children's interests.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy and confident in this warm and welcoming environment. They achieve well and make good progress. The childminder assesses children's starting points and uses observations and assessments to plan children's next steps. These next steps are shared with parents. Children show that they enjoy learning as they clap and celebrate together when they complete a task. Children select what they would like to do and remain purposefully engaged in activities. The childminder joins children's play, extending their learning and understanding. She talks to children in a calm and respectful manner,

p.5

About this setting

Unique reference number (URN): 317925 consistently modelling kindness and consideration. Consequently, children learn how to be polite and kind to each other. If any behavioural concerns arise, the childminder gets to the route cause by speaking with parents. She puts clear strategies in place and supports parents to implement these at home to allow consistency and to reduce barriers to learning.

p.6

About this setting

The childminder's passion for working with children is clear as she engages with them and plans fun activities that are tailored to their interests and next steps. The childminder provides a wide range of enriching experiences that broaden children's understanding of the world around them. She regularly takes children for walks in the local area and to places of interest, including local parks, farms, libraries and museums. The childminder plans a well- sequenced programme of learning. She has high expectations of what the children can achieve. Learning opportunities help children make progress in all areas. The childminder builds close, professional relationships with other settings that children attend. Information is shared with parents and carers regarding children's developmental levels and what they are learning. Secure relationships help parents to share with the childminder any difficulties they

p.6

About this setting

are experiencing. This supports the childminder to plan learning and activities that maximise children's wellbeing and achievement.

p.6

Next steps

The childminder should embed consistently high-quality interactions to make every interaction a learning opportunity and extend children's learning even further. The childminder should engage in ongoing continued professional development in identified areas for improvement to improve confidence and sustain high-quality practice.

p.6

About this inspection

The inspector spoke with the childminder and the children during the inspection.

p.6

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

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8