Childminder

Childminder

Unique reference number (URN): EY550037 Registered with Ofsted: 22/09/2017 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 clear expectations around children's behaviour. She understands children's development well, which is why she prioritises support for younger children. She always lowers herself to children's level and maintains eye contact with them to support understanding.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently supports all children's play and social skills. For example, she reminds children to wait for their turn to play with the digger. This has a positive impact as children show positive behaviours and they interact beautifully with each other.

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Behaviour, attitudes and establishing routines Strong standard

Children know to wait on the step while the childminder changes another child's nappy. They follow the childminder's instructions and show good listening skills. The childminder provides lots of praise for every child's attempt. For example, she says 'great tidying' when children tidy up the room. This supports children to understand the setting's expectations. She also praises children when they try new things, such as food, and children smile. This promotes children's self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a lovely relationship with the children. Children give her a cuddle and they want to show her their achievements. For example, children show her when they make a tower out of blocks or after finishing planting the seeds. This provides children with secure relationships and helps them to thrive. The childminder works closely with parents to ensure children's good attendance and always follows up on any absences.

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Children's welfare and wellbeing Strong standard

The childminder is a big advocate of healthy eating. She places a great emphasis on developing positive, long-lasting eating habits in children. She rigorously ensures that children are actively involved in planting and cooking opportunities. This has a positive impact on children's attitude towards food. Children who used to struggle with their eating habits are now willing to try fruits and vegetables. They take great pride in their achievement. For example, children say, 'I will try some of my tuna sandwich,' and smile after receiving praise. This has a highly positive impact on children's self-esteem and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder uses language of emotions throughout the day and implements strategies to support children to co-regulate. She says 'I can see you are hungry' when a child becomes slightly frustrated before lunchtime. This supports children's wellbeing, as they begin to recognise their own emotions. The childminder supports children's physical skills, depending on their needs. Older children use water sprays independently, while others use tools such as watering cans to water the plants.

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Children's welfare and wellbeing Strong standard

All children know the setting's routine. After playing in the garden, they stand by the door ready to wash their hands. Children understand the importance of secure hygiene practices. The skilful childminder is aware of the high levels of tooth decay in the area. The childminder explains to children why brushing teeth is important. They visit the local dentist.

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Expected standard

The children receive a toothbrushing chart, toothpaste and toothbrushes. This supports children's understanding of oral health.

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Inclusion Strong standard

Assessment systems are embedded effectively by the childminder. She is attentive to all children's needs. She also identifies gaps in children's learning and adapts her practice appropriately. The childminder consistently uses strategies to support children's communication and language skills. For example, she ensures that nonverbal children can always see her face, and she uses gestures. This has a significant impact on supporting all children's communication, particularly those who face barriers to their learning.

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Inclusion Strong standard

The childminder undertakes new training and refreshes her knowledge when needed. For example, she engages in professional development related to children's communication and language skills. This helps to enhance outcomes for children. The childminder engages positively with external agencies to support children and their families. She completes the progress check at age 2 and shares this with children's parents. The childminder strongly encourages them to also share this information with children's health visitors. This is extremely important to ensure consistency in children's development because it promotes a two-way approach and effective communication between professionals. The childminder also consistently follows strategies and advice provided by professionals. For example, she shares physical activities and leaflets with parents to support children who used to struggle with their walking. She ensures these strategies are implemented in the setting. This

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Inclusion Strong standard

provides highly impressive support, and children can now walk independently.

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Achievement Expected standard

All children make progress in the setting from their starting points, especially those who face barriers to their learning. For example, children who were nonverbal are now able to communicate by putting words together. Children can wash and dry their hands independently. They select flannels to dry their hands and place them in a basket after use. Children also take off their shoes when they arrive at the setting and place them on the shoe rack. Children who were previously dependent on adults now try things on their own. This helps to prepare all children for their next stage of learning. Children also learn to take responsibility in the setting. For example, all children help to tidy up the room before going into the garden. They know where resources should be placed. This supports children to understand the importance of looking after their environment. However, on some occasions during tidy-up times, interactions are not consistently focused on children's communication

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Achievement Expected standard

and language needs. This can reduce children's outcomes in this area of development.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that meets the needs of all children. She focuses on developing children's physical skills. For example, she ensures that younger children have many opportunities to practise manipulating resources and gardening tools, such as shovels and watering cans. These help to strengthen children's fine motor skills and support them in learning how to use tools effectively. The childminder supports children's mathematical development. She uses lots of mathematical language, such as 'halfway', 'big handful' and 'full'. Older children count the seeds they plant and the pots they have. They can say that 7 is higher than 6. This enriches children's knowledge around mathematics as they enjoy their learning.

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Curriculum and teaching Expected standard

Children have free access to books. They read books independently and as a group. Some children can fill in repeated refrains of the story, whereas others can make the sound of the bear as they read 'We're Going on a Bear Hunt'. This typically supports children's literacy, communication and language skills.

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Curriculum and teaching Expected standard

The childminder reflects on children's knowledge and assesses what they know and can do. For example, she uses assessment tools to evaluate children's communication and language skills and identify children's next steps. However, during some care routines, the childminder does not consistently provide high-quality interactions to further support some children with their communication skills. This may limit opportunities for some children to excel and achieve beyond expected levels.

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Leadership and governance Expected standard

The childminder understands that there is always scope for further improvement. She has completed refresher training around children's communication and language. She seeks professional development opportunities to improve her practice. For example, she has joined a waiting list to attend Makaton training. This supports all children, especially those who face barriers in their learning.

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Leadership and governance Expected standard

The childminder has positive relationships with parents. She supports them during key transitions, such as the potty training stage. She shares helpful advice and verbal guidance. Parents feel supported by the childminder. They are kept well informed about children's development and appreciate the wide range of experiences she provides. The childminder regularly shares information to extend children's home learning. For example, she suggests outdoor places families can visit over the weekend. She also advises parents to model clear language to children. This supports children's communication and language skills as they hear the correct pronunciation.

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Leadership and governance Expected standard

Parents whose children need extra support state that the childminder meets their needs. They say that the activities are always tailored to their children's individual needs. They say, 'The childminder is an extension of our family, supporting us with nap transitions.' This shows the two-way approach to supporting children's needs.

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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 in the setting are engaged and happy and attend well. They have various opportunities to create a lifelong healthy lifestyle. They grow their own fruits and vegetables, and they are engaged in planting and cooking activities. For example, children plant peas and potatoes. Once they have grown, they will cook them in the setting. This supports children to understand where food comes from.

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

The skilful childminder supports children's language of emotions. For example, she says, 'This makes me happy.' Children run towards the childminder to give her a cuddle and they

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Inspector:

Christina Moraiti are offered cuddles when they feel they need it. This has a significant impact on children's wellbeing as it supports their emotional security.

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Inspector:

The childminder also encourages and supports children's regular attendance. She follows up any absences. This supports children to foster a sense of stability.

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Inspector:

The childminder prioritises children's physical development. She understands the importance of children being active and focuses on developing their fine and gross motor skills. Children have lots of outdoor learning opportunities. They visit various National Trust sites and safari parks. These trips support children to practise their physical skills as they walk long distances. It also enriches children's learning about animals and the environment. The childminder typically provides support to all children. This reflects on children's outcomes as they all make progress in their learning. For example, children who once struggled to try new foods can now independently attempt to eat them. Children can confidently say their names, and they share books together as a group and independently. This supports their love of reading and early literacy skills. Children are engaged in their learning. They talk about seasons and the music that is related to them. They repeat after

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Inspector:

the childminder the word 'spring', and they listen to the music attentively. Children play positively together in the setting. Some older children act as role models and supporters for the younger children. For example, they remind them to wait for their turn and show them where to wait. This supports older children in building empathy. It also helps younger children learn social skills from older children.

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Next steps

The childminder should further enrich daily interactions, particularly during care routines and tidy-up times, to consistently support some children to excel in their communication and language skills.

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About this inspection

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

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About this inspection

We carried out the 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 05:00

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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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