Childminder

Childminder

Unique reference number (URN): EY418027 Registered with Ofsted: 10/11/2010 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 independently and confidently choose activities across the 7 areas of the early years foundation stage curriculum that interest them. All children, including those with special educational needs and/or disabilities, make significant progress from their starting points, and because they are well supported, they are appropriately prepared for their next stage of learning, school and beyond. The childminder prioritises supporting children to develop their communication, language and literacy skills. Children confidently ask questions about things of interest. They are very talkative and have in-depth conversations with the childminder and each other. They look at books, talk about characters, read shopping lists and buy the items that they need. Children develop mathematical concepts from an early age, counting, representing amounts, talking about money, shapes and writing numbers. They develop their imaginations, recreating roles and experiences through role

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Achievement Strong standard

play and by using real-life objects. Children develop fine motor control, sticking pins around animal shapes to trace the outline and write their own shopping lists. They develop their large muscles by moving in time to the music, waving their scarves and riding bikes. Children collaborate and support each other when they need help. For example, children help each other to lift the bin lid so that they can put their rubbish in.

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Curriculum and teaching Strong standard

The childminder implements a highly impactful curriculum that is well sequenced, in which she prioritises building the foundations of children's skills and knowledge across the curriculum. She uses self-evaluation to continuously reflect on how her provision is meeting children's interests and emerging needs. She rigorously assesses children's needs, confidently adapting teaching and resources, showing an awareness of children's different starting points, needs and stages of development. For example, as children sit together around the table eating satsumas at snack time, the childminder notices a gap in children's learning. Showing her awareness of children's interests and her ambitious curriculum for children, the childminder introduces the word 'segment' and cuts a segment to show children what it looks like inside. Her high-quality, inclusive teaching ensures that every opportunity is a point for learning and discussion so that all children, including those with special

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Curriculum and teaching Strong standard

educational needs and/ or disabilities (SEND), engage, understand and thrive. She asks children questions about texture, collects their responses and makes links to other areas of the curriculum. For example, she introduces ambitious mathematical vocabulary, saying, 'Segments are little bits of an orange that make up a whole. They are a fraction.' Children, including those with SEND, listen attentively, inquisitive to hear more.

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Curriculum and teaching Strong standard

The childminder meticulously weaves mathematics and physical development throughout children's learning, including those with SEND. During music and movement where she supports children to develop their large muscles, the childminder encourages children to move their bodies in different ways to the music and count the beats they hear. She consistently supports children with SEND to develop speech and improve pronunciation. She reinforces fruit names and asks children about colour and texture, for example, 'Is it

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Expected standard

crunchy?', 'Is it soft?' and 'Is it smooth?' She repeats back what children say so that they hear the correct pronunciation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model to children. She sets clear boundaries and implements effective rules that all children, including those with special educational needs and/ or disabilities and younger children, understand and follow independently. For example, children stop and listen when the childminder says 'listening please'. She forms secure bonds and attachments with children and encourages children to form positive relationships with each other. For example, during their role play, children say, 'You're not coming in!' The childminder hears this and repeats back, 'They can come in, can't they?' She supports and teaches children the skills they need to solve problems independently. The childminder reminds children of the 'house rules' to help them manage their behaviour, using a calm, positive approach. For example, when children squabble over a shopping basket, the childminder encourages children to say, 'No thank you'. This supports children to set

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Behaviour, attitudes and establishing routines Expected standard

boundaries with others, so they can collaborate and get on together. The childminder uses praise to highlight children's positive behaviour and attitudes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plans routines that the children know and understand. For example, they come in from outside, take off their shoes, hang coats on their pegs and put their shoes in the box. When the childminder starts singing the tidy-up song, children stop what they are doing and tidy up. The childminder shares expectations for learning, behaviour and attendance with parents. Children's regular attendance and punctuality help children develop a positive attitude to learning and support progress and achievement over time.

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Children's welfare and wellbeing Expected standard

The childminder supports children's health, safety and wellbeing well. She plans experiences and routines that promote the children's independence and teach children how to keep themselves safe in her care. She carries out regular risk assessments and supervises children effectively. Children form positive bonds with the childminder and feel emotionally secure and relaxed in her home environment. The childminder encourages all children, including those with special educational needs and/or disabilities to adopt healthy lifestyles. She plans a range of activities that promote the children's physical development. For example, children play together in the outdoor area. They develop their small hand muscles by using tweezers to pick up ice cubes. They make predictions about what they think will happen if heat is applied. They develop their large muscles when riding bikes, scooters, climbing, constructing with large wooden blocks, playing with trucks, balancing on

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Children's welfare and wellbeing Expected standard

beams and travelling across obstacles. Children go to the park regularly and observe how the environment changes throughout the different seasons. The childminder provides children with healthy meal options that meets their dietary requirements. She sits with children at mealtimes and explores ways to encourage children to try different foods. For example, she supports children to prepare their own lunch, which they enjoy eating. The childminder safely supports children who sleep during the day to have an afternoon nap, while older children have a quiet cooling down period. The childminder will phase out afternoon naps to prepare older children for school. Children confidently express a range of emotions. Although the childminder repeatedly supports children to regulate their emotions when they become upset, she does not yet have effective strategies in place to support children to manage their emotions independently.

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Inclusion Expected standard

The childminder supports all children, including those with special educational needs and/or disabilities (SEND), to access learning that supports them to meet their milestones. During focused activities, the childminder offers tailored support so that all children can benefit from the learning equally. The childminder supports all children, including those with SEND, to enjoy eating at lunchtime. All children are included in the activity of making their own lunch. They learn how to butter bread and confidently choose a sandwich filling of their choice, and they eat what they have made. This supports all children and those with SEND who do not normally like to eat to enjoy mealtimes with their friends.

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Inclusion Expected standard

The childminder supports children with SEND and their families well. She identifies children's emerging needs quickly and accurately and knows children's different ages and stages of learning. Although the childminder does not have any children in receipt of the early years pupil premium, she invests in training that uses an assessment tool to support her in identifying and closing gaps in children's communication and language development. She shares knowledge about children's progress with parents and uses this as a starting point if referrals for professional services are needed. The childminder signposts parents to drop-in sessions, so they receive additional support to help children at home. She uses strategies to support children's learning, for example finding other ways to get children's attention.

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Inclusion Expected standard

The childminder monitors and tracks children's progress, adapting strategies and provision to meet children's needs. She offers support to parents, who may face obstacles in their children attending, so that children's learning is unaffected. Although the childminder's support system and early identification is closing gaps in children's attainment, she needs to continue to embed supporting children to further achieve, and she is pursuing training to further develop in this area.

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Leadership and governance Expected standard

The childminder has high expectations of herself and the service that she offers to children and their families. She demonstrates a secure understanding of her strengths and identifies areas for improvement. For example, the childminder has not had many children with special educational needs and/or disabilities (SEND) and chooses to focus on improving knowledge and skills in this area. She recently attended training that supports her to meet the needs of all children, including those with SEND. Although the childminder already implements knowledge gained from attending SEND training in her setting as a part of children's daily routines, she has not accessed professional development to further her understanding and develop expertise in SEND. This will support her to advance and maximise children's achievement, in particular those with SEND. She uses self-evaluation techniques to assess the impact of training materials on children's learning.

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Leadership and governance Expected standard

Parent partnerships are secure, and communication is effective. The childminder takes swift action to liaise with parents of children with SEND so that they receive help from other professionals who support children's learning. She is a pillar of strength to parents and offers assistance to all families.

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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 enjoy attending this warm, welcoming setting, where they form secure, caring relationships and are supported to thrive. All children, including those with special educational needs and/or disabilities and children who face barriers to learning and/or wellbeing, are happy, confident, independent and engage in learning that supports them to flourish. The childminder's calm, friendly attitude towards children creates a supportive, harmonious environment in which children feel safe to explore and interact with their surroundings. The childminder consistently supports children who become upset to feel calm when they are not yet able to manage their emotions independently. The childminder knows children's different starting points and interests and entices children with a variety of learning opportunities that she knows they love to play with. This encourages children to make independent choices in an environment that sparks their curiosity. For example, she

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

provides children with shopping lists and supports them to point and count food items in their shopping baskets. She supports all children to make progress from their starting points and rigorously monitors and tracks children's progress, planning next steps so that children achieve well.

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

Children listen, respond and engage in play that supports their individual needs. For example, to support children who do not like mealtimes, the childminder introduces disliked foods into children's role-play market for children to play with. This encourages children to develop positive relationships with food. She encourages children to use their senses to embed learning. For example, during snack time, she encourages children to bite into a satsuma segment, so that they notice the juice that is inside. Children ask, 'Can I have this bit?' They are reminded to use their manners. The childminder introduces children to the concept of sustainability and talks to them about planting satsuma seeds to see if they grow. New parents are welcomed into the setting. They share information about children and work with the childminder to support the children to settle quickly. Parents understand the childminder's routines and expectations and follow her set procedures for reporting

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

absences. As a result, children attend regularly and on time.

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Next steps

The childminder should further her professional development and knowledge of supporting children with special educational needs and/or disabilities to support their achievement even further. The childminder should develop her existing strategies even further to fully support children to understand and manage their emotions independently.

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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. 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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