Childminder

Childminder

Unique reference number (URN): EY419194 Registered with Ofsted: 02/12/2010 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 Expected standard

Children achieve well in all areas of their learning, making progress from their starting points. They build foundational skills for future learning. Children are well prepared for the next stage of their education at school. They develop early communication and language skills well. For example, when reading books, they listen attentively, responding to simple questions with their ideas and thoughts. This promotes children's thinking and communication skills effectively.

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Achievement Expected standard

Children cooperate, share and regulate their emotions with increasing autonomy. They can persevere and maintain focus when carrying out tasks and playing games. Children are proud and celebrate their accomplishments, building self-esteem and confidence as learners. They acquire knowledge and understanding of the world around them. Children enjoy 'muddy Monday' and trips to the local common where they gain physical confidence, balancing along walls and playing ball games. Children learn about the local community in which they live. They learn how to cross the road safely during visits to local cafes, which promotes their wellbeing and understanding of how to keep themselves safe.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to routinely help tidy away toys and resources before moving on to a new activity. Children typically respond respectfully to the childminder's requests, learning responsibility as they help take care of their toys and play environment. The childminder handles any incidents where children may not adhere to her instructions with calmness and consistency. She uses stories effectively to help children understand how their actions make others feel. For example, she reads stories about angry dinosaurs. This helps children recognise and overcome their frustrations when playing with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates an environment in which children learn to respect and care for each other and their learning environment. She plays games alongside children, teaching them how to take turns. The childminder acts as a positive role model for children, recognising and celebrating their efforts and achievements. The childminder has created routines so that children know what is happening next and at different points throughout the day. For example, children know when they need to find and put on their coat and shoes in readiness for going to the park. The childminder plans activities that help keep children focused and engaged. As a result, they develop sustained levels of attention and concentration. The childminder works with parents to promote the importance of punctuality and regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder provides a calm, caring and nurturing environment for the children in her care. She builds positive relationships with children. Children develop a secure sense of emotional wellbeing as they feel safe and happy in the childminder's care. For example, children smile with pride when congratulated by the childminder for completing a jigsaw. This typically promotes children's confidence and self-esteem and helps them build perseverance as learners. The childminder makes effective use of stories to help children develop an understanding of their feelings and emotions. For example, they share stories that help them recognise and regulate their feelings as they discuss what might make them feel shy or angry.

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Children's welfare and wellbeing Expected standard

Children build a range of independence skills. They generally follow instructions and routines in the childminder's home, such as washing their hands before eating. This promotes personal hygiene skills, as children learn about the germs they wash away. Children make choices about the toys they play with and the snacks they eat. The childminder promotes awareness about a healthy diet and lifestyle. She provides nutritious and healthy snacks for the children in her care. Children learn about how the foods they eat are good for them. Children learn the importance of brushing their teeth to help embed oral hygiene and healthy eating habits. Children go on daily walks and trips to local parks, where they enjoy being active and riding bikes. This promotes their physical development and emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder designs and plans a curriculum that aligns with children's interests and developmental needs. It has a sharp focus on children's personal, social and emotional development, as well as their communication. The childminder regularly shares stories and books with children and engages in purposeful conversation with them throughout the day. For example, children learn new vocabulary, such as 'yummy' and 'delicious', as they enjoy their snacks. Children develop hand–eye coordination and dexterity as the childminder encourages them to independently spread their chosen topping onto rice cakes.

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Curriculum and teaching Expected standard

The childminder plans activities based on children's current interests. She uses assessment appropriately to identify what children need to learn next. However, generally, children would benefit from activities being planned more precisely to target what they need to learn next, helping them make the best possible progress.

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Curriculum and teaching Expected standard

Children practise their mathematical knowledge through play. They play number games, take turns adding discs to a frame, and describe the patterns made by different-coloured counters. However, the childminder does not always recognise when children need additional help to develop this area of their learning and fully promote their counting skills. As a result, children are not consistently helped to maximise their learning.

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Curriculum and teaching Expected standard

The childminder understands the importance of developing children's personal, social and emotional development. She plans regular trips to the park, library and local playgroups, where children enjoy social interactions with other children. This promotes positive relationships with other children, preparing them well for the next stage of their education at school.

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Inclusion Expected standard

The childminder gathers information about children from parents to facilitate smooth settling- in sessions for them. She knows the children in her care and their families very well. Along with information gathered from parents, the childminder generally uses ongoing observations and assessments to identify what children already know and can do to inform their next steps in learning. She closely monitors children's development and the progress they make across all areas of learning, making any necessary adaptations to ensure that she meets children's individual needs.

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Inclusion Expected standard

The childminder is part of a childminding network, which helps her keep her knowledge and skills up to date and ensure that her practice is fully inclusive for all children. The childminder understands how to support children with special educational needs and/or disabilities. She knows how she would use any additional funding to secure positive outcomes for any children who receive it. The childminder understands the importance of working in partnership with parents and other agencies to obtain additional advice and support for any children who are not demonstrating age-appropriate development. The childminder demonstrates how she would adapt her practice and learning environment to meet the needs of all children. For example, she rotates toys and includes resources that foster curiosity and empathy, promoting children's understanding and celebration of people from different cultures and backgrounds.

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Leadership and governance Expected standard

The childminder undertakes a range of mandatory training, including safeguarding training, to ensure that her knowledge and skills remain up to date. She carries out regular reading and research to enhance her teaching and practice, ensuring better outcomes for all children.

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Leadership and governance Expected standard

The childminder has a broad overview of her setting, and she uses ongoing reflection to help identify areas for further improvement that benefit all the children in her care. For example, she has plans to develop a flower bed in her garden to support this area of children's learning, extending their understanding of nature and how plants grow.

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Leadership and governance Expected standard

The childminder understands and values the importance of working with parents. She regularly shares and exchanges information with them to keep them up to date about their children's learning and development. This provides continuity of care and meets the needs of the children. The childminder has formed strong working partnerships with local schools, facilitating a smooth transition for children as they move on to the next stage of their education. She works closely with other childminders, sharing ideas and information. This contributes to the childminder's ongoing practice and supports her wellbeing.

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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 build trusting relationships with the childminder, which supports a strong sense of belonging. They thrive in a calm and nurturing environment. Children are happy and settled. They feel safe and secure in the childminder's care, which they demonstrate through their affectionate interactions and confidence in engaging with the childminder. The childminder models good manners, helping children to be kind and respectful. Children are encouraged to develop independence, such as putting on their coats and shoes and helping to tidy up after snack time.

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About this setting

Unique reference number (URN): EY419194 Children benefit from a wide range of activities and experiences that cover all areas of learning. The childminder plans activities that she knows children will enjoy and support their development. She knows what she wants individual children to learn in preparation for their move to school. Children are curious and confident, and they concentrate during their play. For example, they persevere in making models of flowers with play dough, copying the real flowers they collect on their morning walks. The childminder supports children's language development effectively. She extends their range of vocabulary, repeating words such as 'squish', 'squash' and 'squeeze' as they press dough into flower moulds.

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About this setting

Children develop their physical skills well. They use rollers and tools to manipulate and shape play dough, building their fine motor skills. They enjoy regular opportunities to go on visits to the local common, where they are active and enjoy playing ball games. Children benefit from daily outings to the local cafe and visits to the library. These experiences help them to learn about their local environment and build confidence beyond the setting. The childminder regularly reads to children and takes them to the library. Children listen attentively to the stories the childminder reads. They engage in purposeful conversations and respond to questions, which develops their understanding and love of books.

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Next steps

The childminder should further develop her practice to consistently promote children's counting skills and understanding of mathematical concepts to fully extend their learning. The childminder should refine her planning to target learning more consistently on what children need to learn next, helping them make the best possible progress.

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About this inspection

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

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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,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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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

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 .

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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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