Childminder

Childminder

Unique reference number (URN): 130056 Registered with Ofsted: 21/09/1998 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

Children demonstrate their very deep relationships and happiness with the childminder. The childminder is very responsive to children's needs, providing reassurance when needed and listening to children's ideas. She teaches children how to interact with their peers, sharing and taking turns. The childminder embeds manners in children's understanding, which helps them learn to be polite and respectful of others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear routines that support her high expectations for children's behaviour. She communicates clearly with children. This helps them understand what is expected of them, appropriate to their age and stage of development. These expectations for behaviour are very well embedded and consistent for all children. Additionally, this high standard of teaching helps children become increasingly confident in managing their feelings and behaviours.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives children options and choices about their play and activities. For example, she encourages children to choose between dancing or playing with play dough, supporting their positive attitudes to learning. This helps children express their wants, needs and ideas and learn how to communicate them effectively. Additionally, children feel valued and respected in the childminder's care. The childminder promotes attendance for all children, recognising the importance of routine attendance and its impact on children's development.

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Children's welfare and wellbeing Strong standard

The childminder meets children's needs extremely well. For example, she provides appropriate and safe sleeping arrangements and prioritises food safety during mealtimes. This helps to keep children safe throughout the setting. The childminder's policies and procedures are reviewed and adapted regularly to ensure high standards of care in response to children's varying needs. Furthermore, children learn how to keep themselves safe by sitting down when eating and holding hands when on a walk. After taking part in physical exercise, children understand it is important for them to have a drink of water. Additionally, after playing outdoors, children learn they must clean their hands when they return indoors to stop the spread of germs. This well-embedded and consistent practice helps children understand the importance of staying safe and healthy.

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Children's welfare and wellbeing Strong standard

Children learn about emotions and how to recognise their own and other people's feelings. The childminder begins labelling emotions for young children. For example, when children struggle to blow bubbles, she recognises and validates their feelings by commenting, 'I can see you are disappointed.' This also supports children's attachments, helping them feel safe and secure in the childminder's care. The childminder has recently implemented a range of resources for children that support their knowledge and understanding about oral health. Children enjoy exploring these new resources and learning how to keep themselves healthy.

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Achievement Expected standard

Children make steady progress with their speech and language development. They hear and copy a range of words and phrases and learn how to pronounce sounds clearly. However, due to some weaknesses in practice, children do not develop their problem- solving and thinking skills consistently. Children develop a love of reading through stories and regular reading times. They develop their comprehension and understanding of new knowledge through books that are displayed and linked to various learning opportunities. Children choose stories and sit and listen carefully to the childminder read them.

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Achievement Expected standard

Children receive learning opportunities that support their preparation for school. For instance, they develop social skills, learning how to share, take turns and interact with peers. Additionally, they learn to join in group activities, listening and focusing their attention, which positively impacts the learning taking place. Children demonstrate their excellent independence as they carry out tasks for themselves. They confidently dress themselves in puddle suits before going outdoors and pull on their wellies. Children begin to develop their independence from a young age, which helps prepare them for future learning at school.

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Curriculum and teaching Expected standard

The childminder has clear and effective systems in place for tracking, monitoring and planning learning opportunities that build on what children already know and can do. She identifies necessary changes and adaptations and incorporates them into her planning and practice to support children. The curriculum offers children learning opportunities across all areas. The childminder prioritises children's social skills and physical development, offering a range of tools, such as scoops and tweezers. Children begin to develop their fine motor strength as they collect the small balls and place them in a bottle to make a shaker. Additionally, the childminder incorporates mathematical language into children's play, counting objects and actions. Children demonstrate their excellent counting skills as they count the ducks and fish in the water tray. When 3 birds land on the garden fence, children quickly identify how many there are, sharing their ideas and knowledge.

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Curriculum and teaching Expected standard

The childminder promotes children's language skills, such as through conversations and singing. She talks to children throughout their play, repeating and pronouncing words clearly for them to hear. This continuous language helps children learn new words and extend their sentence-building skills. However, the childminder does not consistently provide children every opportunity to think for themselves and develop their problem-solving skills. For example, on occasion, the childminder steps in too quickly to finish a task.

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Inclusion Expected standard

The childminder's procedures for supporting children with special educational needs and/or disabilities (SEND) are newly implemented and are therefore not yet consistently embedded in her practice. For instance, she knows who to contact for support and advice but has not strengthened her knowledge of how to plan for and support individual children's needs further. The childminder's knowledge of how to support children with SEND is continuing to develop. She is keen to attend additional training to enhance her understanding of how to better support children. The childminder has already begun to implement this through extending her knowledge and reducing the barriers children face to their learning. For example, she has carried out research focused on children's personal and emotional health. This has enabled the childminder to support children and help them settle into the setting effectively.

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Inclusion Expected standard

The childminder demonstrates an understanding of how to identify children's needs accurately. She monitors children's progress to highlight areas that may be delayed. The childminder is mindful of children who face barriers to their learning. She identifies barriers early, makes adaptations to her teaching and implements plans to support children further. The childminder uses additional funding to support children's development, unique to each child attending the setting. For example, funding may be used for new resources or to provide experiences children would otherwise not receive.

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Leadership and governance Expected standard

The childminder has a competent overview of the setting's strengths and areas for development and makes decisions in the best interests of the children attending her setting. She recognises areas requiring improvement and acts on them effectively. For example, she is focusing on extending her knowledge of how to support children with special educational needs and/or disabilities. This has had a positive impact on children attending the setting, as the childminder is now knowledgeable about who to contact for further support. The childminder recognises that strengthening her knowledge will enhance the education that children who face barriers to learning receive.

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Leadership and governance Expected standard

The childminder has attended many training and professional development opportunities. She continues to target these opportunities to specifically improve areas that directly impact the children in her care. For example, the childminder has strengthened her knowledge of how to support children's personal, social and emotional development. This has had a positive impact on the children attending the setting.

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Leadership and governance Expected standard

The childminder shares relevant information with other early years settings that children attend. She ensures effective communication with parents and carers and shares regular updates, including children's next steps in learning. This supports children's learning opportunities at home and their continuous development.

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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 confident at the setting. They look to the childminder for comfort and reassurance. The childminder's responsive care means that children feel safe and secure in their environment. She promotes children's attendance, which has a positive impact on their continued progress.

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

The childminder tailors children's care to ensure that they receive a high standard of care and education when attending her setting. Children make positive progress at the setting, continuing to develop their knowledge and understanding based on what they already know

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About this setting

Unique reference number (URN): 130056 and can do. The childminder's careful monitoring of children's development highlights any delays in their learning. This means she can take appropriate and effective action to support children and reduce their barriers to their learning. Furthermore, the childminder prepares children for their next stage of learning. She offers opportunities for children to become independent, including washing their hands and feeding themselves. The childminder develops children's listening and social skills. Children learn to be respectful of each other in preparation for the classroom environment.

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About this setting

Children are excited to explore the learning opportunities available. They demonstrate a love of their learning as they eagerly listen to the childminder's instructions and begin exploring. Parents and carers comment on how enthusiastic their children are to attend the setting and the rich breadth of experiences they receive. Children demonstrate a sense of belonging through their confidence and high levels of self-esteem. They communicate effectively and with high levels of respect. Children are valued and treated as unique individuals. The childminder understands how children learn and tailors her teaching accordingly.

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Next steps

The childminder should access further professional development opportunities to continue extending her skills and knowledge regarding supporting children with special educational needs and/or disabilities. The childminder should provide further opportunities for children to develop their thinking and problem-solving skills.

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About this inspection

The inspector spoke with the childminder and children during the inspection, and took account of parents' feedback.

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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: Monday,Tuesday,Wednesday : 08:00 - 17:00

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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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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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