Childminder

Childminder

Unique reference number (URN): EY413758 Registered with Ofsted: 28/07/2010 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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Behaviour, attitudes and establishing routines Strong standard

Children are extremely motivated and eager to learn and show consistent positive behaviours. This is supported by the childminder's clear and established boundaries.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's impactful teaching helps children to securely understand what is expected of them. For example, when out in the community, children know where they can and cannot walk and understand that they must hold hands or hold the push chair when walking next to the road.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully promotes children's problem-solving and collaborative working. For example, during a walk, children work extremely well together to open and close a large gate. Children are familiar with this task and understand when to expertly pull and push the gate. Children show high levels of self-esteem and confidence and proudly tell the childminder, 'I'm strong,' when they achieve the task.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported by the childminder to learn new skills in a safe and encouraging environment. For instance, children use a teapot to pour water into their cup. The childminder acknowledges children's effort and achievements through explicit praise and encouragement. She helps children to develop high levels of resilience. For example, the childminder encourages children to try again when they spill water from the teapot, helping children's perseverance and positive attitude.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes and monitors children's attendance. She understands the importance of attendance in relation to children's welfare and establishing secure educational routines.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, make progress across all areas of learning and development. They develop an understanding of nature and life cycles. Children remember what they have learned, for instance, they recall that rainwater fills up the drains.

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Achievement Expected standard

Overall, children are becoming increasingly independent. They recognise when they have put their coat on the wrong way and take appropriate action to rectify this. However, children are not yet consistently demonstrating independence in managing their own personal care needs.

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Achievement Expected standard

Children are kind and considerate, for example, they check on other children when they fall before telling the childminder that they are alright. Children know and follow the boundaries implemented by the childminder. When outdoors, they listen carefully and stop when asked to do so. Children know to help the childminder tidy up before routine changes. They have high levels of concentration and actively engage in the activities and experiences provided by the childminder.

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Children's welfare and wellbeing Expected standard

The childminder provides an abundance of opportunities for children to learn and play in the outdoor environment, helping to develop their physical health and as a vehicle to support children's all-round development. The childminder encourages children to stay hydrated and provides accessible fresh drinking water throughout the day.

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Children's welfare and wellbeing Expected standard

The childminder supports children well to learn about road safety. Children know to look left and right and to listen carefully if they can hear any cars. Children tell the childminder if it is safe and patiently wait until the childminder confirms this before they all safely cross the road together.

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Children's welfare and wellbeing Expected standard

The childminder has a calm and respectful approach and helps children to identify and understand their own and other children's feelings and emotions. The childminder recognises when children need time for sleep and rest. She follows safe sleep guidance and ensures that sleeping children are frequently checked. Older children who need time to relax are supported effectively by the childminder. She provides blankets, and children have quiet time as they snuggle up on the settee.

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Children's welfare and wellbeing Expected standard

The childminder supports children's increasing independence in personal care needs, such as dressing and using the toilet. However, children are not always supported by the childminder to develop other hygiene practices, such as wiping their own noses or to understand the importance of handwashing.

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Curriculum and teaching Expected standard

The childminder provides a sequenced curriculum based on children's next steps and interests. All children, including those with special educational needs and/or disabilities, make progress from their starting points.

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Curriculum and teaching Expected standard

The childminder implements specific strategies, such as modelling and recasting vocabulary, to support children's correct pronunciation of words. She helps children to develop a love of books and stories. The childminder encourages children to recall and retell a familiar story. Children excitedly and confidently contribute to the story. When out in the community, the childminder encourages children to look at and discuss road signs and plaques, helping children to learn that print carries meaning.

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Curriculum and teaching Expected standard

Children's mathematical development is supported by the childminder effectively. During water play, the childminder helps children learn about volume and capacity. Children say, 'I'm measuring,' as they pour water from one container to another. The childminder helps children to count the number of times they squeeze out sponges of water to fill a container. Children learn about different characteristics. For example, while outdoors, the childminder encourages children to identify patterns on the wings of birds and links this to what patterns children have already seen on pictures of birds. The childminder promotes children's personal, social and emotional development through close attachments and quality interactions. However, children's understanding of hygiene and self-care is not yet consistently supported by the childminder.

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Inclusion Expected standard

The childminder works effectively with parents and other professionals to identify and support children's individual needs, including special educational needs and/or disabilities (SEND). The childminder encourages parents to share observations and 'wow' moments of children's achievements at home. She sensitively supports parents to implement strategies and support children's home learning.

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Inclusion Expected standard

The childminder makes effective use of assessments to accurately identify any gaps or emerging needs in children's development. She has completed specific training to help her meet the needs of children with SEND and provide an inclusive environment and practices.

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Inclusion Expected standard

The childminder has some awareness of additional funding for children. However, the childminder does not yet have a secure understanding of additional funding such as early years pupil premium, including how to identify children who may be eligible. This means some children may not receive the additional support available to them.

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Inclusion Expected standard

Children develop a sense of who they are and belonging within the setting. They talk about the photographs of themselves that the childminder has printed onto cushions. Children eagerly find their own cushion when asked by the childminder. The childminder promotes inclusivity and equal opportunities. For example, she explains to children that both boys and girls can like unicorns.

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Leadership and governance Expected standard

The childminder works closely with parents to identify children's individual needs. She regularly shares information with parents around how to support children's development in addition to other topics, such as safe screen time.

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Leadership and governance Expected standard

The childminder is reflective and enjoys continually improving her knowledge. She attends training and networks provided by the local authority. The childminder has completed qualifications to further increase her knowledge of supporting children with special educational needs and/or disabilities and supporting children's learning through outdoor play. This has helped to shape the childminder's high-quality practice and provision for all children. However, the childminder's knowledge around additional funding, such as early years pupil premium, is not yet secure to ensure that all eligible children benefit and make the best possible progress.

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Leadership and governance Expected standard

The childminder gains written feedback from parents and other professionals, which is highly complimentary. Parents value the knowledge and information that the childminder shares, helping to support children's individual needs. The childminder has effective systems in place to share information with other settings that children attend and transition to. This helps the childminder and other settings to develop a full picture of each child and ensure a consistent approach to their care and learning.

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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 relish the range of activities and experiences provided by the childminder in the outdoor environment, and they use their core muscles as they learn to balance on rocks, ride scooters and use balance boards. The childminder supports children to build positive

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Inspector:

social skills, and as such, children are kind and considerate and play cooperatively with their friends.

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Inspector:

Overall, children are well prepared for their next stage. The childminder provides children with time to practise skills, such as dressing and undressing. For example, before outdoor play, children have ample time to put on their own rain suits and wellingtons. The childminder sensitively supports children, for example, when children place their wellingtons on the wrong feet, the childminder suggests that they work together to put them right. When children become frustrated with a task, such as zipping up their coats, the childminder calmly demonstrates how to do it before children have another attempt. Children develop a sense of pride when they complete these tasks.

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Inspector:

Children have close and secure attachments to the childminder. When children are tired, they sit with her for comfort. Children are supported by the childminder to express themselves and make their needs known. As such, children confidently tell the childminder when they need help. The childminder is responsive to children's needs, helping them to feel safe and secure.

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Inspector:

The childminder involves and consults with children. For example, during a walk, children are given the choice of walking further or going back to the childminder's garden. This helps children to feel valued and have a sense of control over what they do.

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Next steps

The childminder should strengthen her understanding of additional funding, such as early years pupil premium, to ensure that this is accessed and used effectively to improve outcomes for all eligible children. The childminder should further support children to manage and understand their own personal care needs, such as blowing noses and understanding the importance of hygiene practices.

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About this inspection

The inspector spoke with the childminder and children and viewed feedback from parents and professionals 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. Mel Walker

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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