Childminder

Childminder

Unique reference number (URN): EY349841 Registered with Ofsted: 29/05/2007 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children make rapid progress in their skills and learning regardless of their starting points. Children very much enjoy the company of others. They are fascinated as they cut open fruits they recently purchased from the market, talking about how they taste and the seeds they can see. Later, they plant the seeds and discuss how they need water and sunlight to grow, building on their knowledge of the world around them.

p.2

Achievement Strong standard

Children develop their self-confidence. They independently select toys and resources, showing confidence in their surroundings. Children discuss issues such as a recent hurricane in Jamaica. They enjoy science experiments where they learn about the vortex of a hurricane and create their own in water. Children demonstrate positive attitudes to doing things for themselves and developing their skills. All children are very well prepared for their next stage in learning and for moving on to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form close attachments with the childminder, who helps them develop secure personal, social and emotional skills. They feel secure and ready to learn. Settling-in plans are individual and driven by the needs of the children and their families. Parents and carers comment on the positive relationships they have with the childminder and the difference she has made to their whole family.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear and consistent rules, routines and boundaries that children understand and respond to. She encourages children to share and take turns with their friends of different ages and abilities. When children find this difficult, the childminder talks to them about what has happened and works with them to identify a solution. For instance, the childminder encourages children to consider how long they can hold a toy so everyone has a turn. She helps children consider how others are feeling. This approach helps children make positive behavioural choices and manage their frustrations.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children join in with planned activities and remain engaged for long periods, demonstrating a positive attitude to learning. They become absorbed in their play as the childminder adapts and builds on what they are already doing and learning. The childminder works with families to ensure that they understand the importance of regular attendance and punctuality.

p.2

Children's welfare and wellbeing Strong standard

Children are happy in the environment and display high levels of wellbeing. The childminder offers a very warm and caring setting. Her friendly approach enables children to use her as a secure base and feel confident enough to explore and join in activities. Children talk excitedly about the opportunities they have with the childminder, including visits they have had to a local museum.

p.2

Children's welfare and wellbeing Strong standard

The childminder has well-structured and consistent routines. This helps children understand expectations in the setting. She helps children manage their emotions through calm, supportive interactions. The childminder uses picture cards as prompts when children experience difficulties understanding how they are feeling. This helps children to label their emotions. The childminder offers reassurance when children become upset. This helps them learn to regulate their emotions and responses. The childminder knows the children and their families incredibly well, and she uses her knowledge to adapt the level of emotional support children need as their home lives alter. The childminder adapts her practice to support children who may face barriers in their learning.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles by offering nutritious snacks. She teaches hygiene practices, helping children understand the importance of making healthy choices. She encourages children to wash their hands independently before mealtimes, reinforcing personal safety and health and reducing the risk of infection. Daily children have access to a large garden space with a wide range of activities, where the childminder talks to them about being active and the importance of their physical health.

p.3

Curriculum and teaching Strong standard

The childminder has developed an ambitious curriculum that covers all areas of learning. The quality of interactions is excellent and builds on what children already know and can do. For example, the childminder places a sharp focus on supporting children's mathematical skills. She accesses training to deepen her knowledge, considers the impact it will have on children and develops her curriculum even further. All activities have a purpose and build on children's previous experiences. For example, children develop their fine motor skills as they cut and stick pictures of fruit on a basket. During the activity, the childminder talks to children about their recent visit to the market to gather fruit. This embeds children's previous learning and helps them make connections. The childminder extends children's learning by discussing which animals stole which fruit from the basket in a story they have read. When

p.3

Curriculum and teaching Strong standard

children are unsure, they know to open the book to support their learning. Children know that books can be used to provide information.

p.3

Curriculum and teaching Strong standard

The childminder knows all children very well. She uses targeted observations and assessments to find out what children need to learn next. She prioritises children's communication and language development. She adapts her teaching, using skilful repetition and questioning. Older children confidently discuss cavities in teeth during activities they are participating in. The childminder uses this interest as an opportunity to revisit children's knowledge about healthy and unhealthy foods. The childminder ensures that all children benefit from a rich and balanced curriculum.

p.3

Inclusion Strong standard

The childminder is highly knowledgeable about the context of her setting and characteristics of the children and families who use her service. She is aware of processes to follow to identify and monitor any gaps in children's learning. The childminder knows to put effective plans in place or make referrals to professionals as necessary. As a result, children benefit from a shared approach to their education and care. The childminder's close relationship with families allows her to support them in times of need, such as adjusting her session times for children so that families can attend appointments and being someone families can rely on. Parents comment on the difference the childminder has made to their lives. The childminder is highly ambitious for all children. She recognises children's various starting points and uses her knowledge to adapt activities to reduce any barriers they may face in learning. The childminder regularly assesses children's progress and consistently

p.3

Inclusion Strong standard

reviews activities and plans to ensure that the intended learning meets their changing needs. The childminder acknowledges the need to be confident in her awareness of barriers to children's learning. She engages in training to enhance her knowledge of supporting children with special educational needs and/or disabilities further. This helps children benefit from teaching that is adapted to support their individual needs.

p.4

Inclusion Strong standard

The childminder is passionate about providing all children with the highest-quality teaching and experiences. The childminder is aware of children's previous experiences and uses this knowledge to ensure they can access opportunities they may not otherwise have. This increases the breadth of children's personal experiences.

p.4

Leadership and governance Strong standard

The childminder has a clear and accurate understanding of her setting. She uses highly effective evaluation to drive continuous improvement. The childminder consistently and precisely assesses children's progress. She uses this information to make well-judged and timely adjustments to activities and the curriculum. This demonstrates a deeply embedded commitment to inclusion, high expectations and excellent outcomes for every child. The childminder attends a wealth of training, which she embeds into her practice. She is aware of where her knowledge needs enhancing and focuses on these areas. For example, the childminder continues to undertake training relating to special educational needs and/or disabilities to further support children who face barriers to their learning.

p.4

Leadership and governance Strong standard

The childminder always works in the best interests of each child. She is continually promoting parental engagement, working with families in all aspects of children's lives to ensure consistency. Parents speak highly about the childminder and the work she does to support the whole family. They praise the progress they have seen their children make and the close relationships they have with the childminder. The childminder engages with the community and other professionals to support all children, especially those who face barriers to their learning. For example, she builds secure partnerships with staff at local schools and other settings that children attend.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder creates a calm, nurturing environment where children are safe, valued and eager to learn. She gathers a wealth of information about children before they start attending the setting so she can ensure that their uniqueness is valued. The childminder knows children very well, including their different circumstances, home languages and individual needs. The childminder is able to adapt activities and her practice to support children who face barriers to their learning. She works closely with families to ensure consistency and that all children make progress from their starting points. The childminder

p.5

Inspector:

ensures that families are aware of the importance of regular attendance and the impact it has on children's learning and development. Children develop a secure sense of belonging. Older children happily enter the childminder's home, eager to see their friends and play with their favourite toys. They receive a warm welcome and are greeted with smiles, and they easily join others in their play. Children understand the childminder's expectations for their behaviour. They follow familiar routines with confidence and are beginning to learn about their emotions.

p.6

Inspector:

Children achieve very well, learning the key skills they need for the future. They develop their attention and listening skills very well. The childminder shares stories with the children, allowing them to recall information from familiar books. This helps children build a love for books and an understanding of using them to develop their knowledge. The childminder's communication with children is purposeful and of consistently high quality. Children show great respect for the childminder, and they listen to her explanations and reminders about safety boundaries. They learn to take turns during activities and build their social skills and confidence with others. Children demonstrate very positive attitudes towards learning new skills. They keep on trying with the childminder's encouragement and beam when she praises them as they manage a tricky task.

p.6

Inspector:

The childminder provides rich opportunities in the local community. Visits to parks, farms and museums help children learn about their local area and widen their experiences. Children regularly revisit these experiences during their play, and the childminder uses their previous knowledge to extend activities and build on what children already know and can do.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing.

p.6

About this inspection

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

p.6

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. Lisa Smith

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8