Childminder

Childminder

Unique reference number (URN): EY367269 Registered with Ofsted: 04/02/2008 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 established secure and meaningful relationships with children. They enjoy her company and play imaginative games excitedly with her. The childminder promotes a calm and respectful culture throughout her setting. As a result, children are remarkably well behaved. They play kindly with one another and explain to their friends the importance of sharing. The childminder is prompt to help children understand these expectations, and children respond positively, sharing resources with ease. Children play games harmoniously with one another. For example, they joyfully play a memory card game together. They excitedly turn their cards and praise their friends when they match them correctly. Children are collaborative and respectful.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides children with praise for their positive behaviour. She also promotes children's good manners, and children learn to say 'please' and 'thank you'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a robust approach to children's attendance. She follows statutory guidance and provides parents with detailed information to promote their understanding of the importance of regular attendance and punctuality. The childminder logs children's absences consistently so that she can provide effective support for families who may be facing any barriers to attendance.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing and welfare continuously. She is responsive to children and follows their individual routines to support their emotional security. The childminder is passionate about teaching children about personal safety to enhance their understanding of safe practices. For example, she provides clear explanations about the importance of using tools safely. Children demonstrate what they have learned as they carry scissors slowly and carefully when they are finished with an activity.

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Children's welfare and wellbeing Strong standard

The childminder has focused on developing children's understanding of healthy lifestyles. For example, she has implemented teaching that provides children with regular interactions about screen time and a balanced diet. As a result, children have an excellent understanding of how to make healthy decisions for themselves. They speak confidently about the health benefits of eating plenty of fruits and vegetables.

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Children's welfare and wellbeing Strong standard

The childminder has recently attended training to enhance her understanding of self- regulation. She identified that children were struggling to manage their feelings. The childminder has implemented her training effectively, and children now understand different strategies to help them manage and talk about their emotions.

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Children's welfare and wellbeing Strong standard

Policies are reviewed strategically. The childminder follows the most recent guidance and updates her policies as appropriate to ensure that they consistently promote children's welfare and wellbeing.

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Achievement Expected standard

Children make consistent progress through the curriculum as a result of the childminder's well-organised teaching. They demonstrate confidently what they know and can do as they proudly discuss their abilities and knowledge. Children use vocabulary that reflects what they have learned through their experiences. For example, they speak about their favourite books and name different animals, such as a 'seal' and a 'walrus'.

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Achievement Expected standard

Children demonstrate that they have a secure understanding of mathematics. They understand how counting relates to different numbers, for example. Children also speak proudly about cutting their kiwi in half at snack time.

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Achievement Expected standard

Children confidently carry out tasks for themselves. They learn how to accurately use tools, such as glue sticks and scissors. Children typically achieve well and make continued progress from their starting points.

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Curriculum and teaching Expected standard

The childminder has designed an ambitious curriculum. She monitors children's development and has a good understanding of what they need to know next. The childminder adapts activities for children's different ages and stages of development. She has improved her approach to teaching mathematics. The childminder uses games and routines to encourage children to count and recognise numbers. She frequently uses opportunities to challenge children to extend their learning. Children learn about sharing and caring for their friends through the childminder's consistent modelling and discussion. The childminder teaches children about the importance of listening and being kind to others.

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Curriculum and teaching Expected standard

The childminder provides children with many opportunities to extend their language skills. She asks them questions to help them remember previous learning. For example, when they are talking about animals who live in the Arctic, children excitedly discuss penguins and polar bears. The childminder uses stories to enhance children's love of reading. She checks their comprehension to further enhance their broad vocabularies through conversation. The childminder enhances children's communication skills.

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Curriculum and teaching Expected standard

Overall, the childminder's teaching interactions are high quality, and she often recognises how to extend what children know and can do. Occasionally, planned activities are disrupted and finished quickly when children are deeply involved. As a result, children's engagement in learning is not consistently promoted.

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Inclusion Expected standard

The childminder has an inclusive approach to her curriculum. She works with parents to understand children's stage of development when they first start with her. Together, they complete an 'All About Me' document to support the childminder in understanding how to best meet the children's needs. The childminder does not currently have any children on roll with special educational needs and/or disabilities (SEND). However, she is able to reflect on how she has supported children with SEND who have attended her setting previously. She explains how she has used her knowledge of child development to identify gaps in children's knowledge or areas where they need additional support. The childminder understands the importance of working effectively with other professionals who are involved in children's education and care. For example, she implements strategies that have been suggested by speech and language

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Inclusion Expected standard

therapists so that children benefit from collaborative plans to make the best progress.

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Inclusion Expected standard

The childminder has previously undertaken some training to enhance her understanding of using different strategies in the setting, such as using visual aids. The childminder also understands how to take a graduated approach to children's education in different contexts. This ensures that children are well supported throughout their early education.

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Leadership and governance Expected standard

The childminder keeps parents involved in their children's learning. For example, the childminder regularly keeps them updated with information about daily activities and enriching experiences that children benefit from. The childminder shares information about what she wants children to learn next and provides parents with activities and resources to further extend children's learning at home.

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Leadership and governance Expected standard

The childminder recognises the importance of working with other professionals. For example, where children attend another early years setting, she creates channels of communication with them and shares information about children's achievements. This ensures that children consistently benefit from a shared approach to their education and care.

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Leadership and governance Expected standard

The childminder typically reviews her provision along with her professional development priorities. She regularly attends a range of training to keep her knowledge updated. This is often aligned with the needs of children in her care so that she can continually raise the standards of her teaching.

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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 develop a secure understanding of respect and kindness. The childminder is nurturing and calm as she welcomes children to her home. Children settle quickly and excitedly engage in games with their friends. They take turns effortlessly and invite the childminder to join them. The childminder knows children well. She initiates conversations with children about their holidays, and they confidently discuss the adventures they have been on. Children feel safe in the childminder's welcoming home.

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

The childminder has strong relationships with families. She works closely with them and helps them understand the importance of regular attendance. The childminder recognises that children and families may occasionally face barriers to attendance, and she puts strategies in place to overcome them should they arise.

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

Children benefit from a range of experiences with the childminder. She often takes them to visit country parks to build on their interests. Children joyfully discuss their learning as they explain how they use their binoculars to look for different wildlife on these outings. The childminder also enriches her curriculum through engagement with the community. She takes children to libraries and playgroups to enhance their social experiences. The childminder also creates a broad range of activities in her well-organised play spaces at home. Children enjoy their learning, but interruptions to activities sometimes disrupt their enthusiasm. Despite this, children are busy and full of excitement as they explore resources.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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Next steps

The childminder should strengthen teaching interactions to reduce disruptions when children are deeply engaged in their learning.

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About this inspection

The inspector spoke to the childminder, children and took account of written views provided by 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.

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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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