Childminder

Childminder

Unique reference number (URN): EY414978 Registered with Ofsted: 08/11/2010 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

The childminder is a positive role model and has high expectations for children's behaviour. Children have solid relationships with adults and their peers. They play well together as the childminder supports them in taking turns. Children are confident with the routine of the day and are skilled in preparing their food and knowing where toys belong at tidy-up time. The childminder praises children and uses stickers to reinforce these positive behaviours. This contributes to raising their self-esteem and confidence in their own abilities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder attends training to support the provision she offers and to consistently have robust safeguarding procedures in place. For example, she has completed training to learn more about the importance of children's attendance. She understands the need to follow up with parents, in case of concerns. The childminder has improved her policy and procedures to support her to identify any emerging patterns when children are absent and to ensure parents know the importance of reporting absences. In addition, the childminder considers the families' individual circumstances and when they may need support with changing sessions. This helps children to still have access to learning and feel secure in their routine, while their home routines may have changed.

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Children's welfare and wellbeing Strong standard

The childminder is knowledgeable in her understanding of the importance of making timely referrals to other agencies to support children's welfare and wellbeing. Furthermore, she supports fellow childminders with the correct professionals to contact when there are concerns about a child, which was highly impactful for the families to get the support they need. The childminder swiftly adapts her provision depending on any emerging needs of families and children, which helps them to ensure minimal impact. For example, when children are going through a family transition, parents are grateful for the support in place to ensure their child is not affected.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop healthy eating habits. She supports children to manage their self-care, such as learning how to use the toilet and feed themselves using cutlery. The childminder makes sure that children access daily fresh air and are physically active. The childminder has positive relationships with children. She helps them to recognise and manage their emotions as, for example, she discusses with them how they might be feeling and why. The childminder ensures that children have rest when they need it in a comfortable and safe environment.

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Inclusion Strong standard

The childminder has a lot of experience supporting children with special educational needs and/or disabilities. She works closely with families and all those involved with children, such as schools, to ensure their individual needs are met to support them in their development. The childminder builds strong relationships with children to understand what works best for them, such as changing the environment to ensure loud noises do not affect their learning. The childminder frequently reviews where children are in their learning alongside

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Expected standard

considering families' medical history that may impact on their development. Due to this and early intervention, it means that she can work with parents, professionals and put strategies in place to ensure there is no impact on children's development. She consistently shares with parents how learning and development can continue to be supported at home, and children show pride in sharing their homework bags. The childminder reflects on her knowledge and practice to help her to tailor her training, such as completing courses and learning more about children with autism. Furthermore, she speaks with professionals from the local authority to get support and guidance.

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Leadership and governance Strong standard

The best interests of children and their families are a high priority for the childminder. Parents speak highly of the communication and support they receive from her. They express their children thrive in the setting. The childminder frequently communicates with parents on how children are developing in her care and how they can support all areas of development at home. This includes parents of children who face barriers to their learning. The childminder is reflective of how her focus changes to specific areas of learning and development for children's next steps and planned activities, such as focusing on mathematics when children reach key milestones in communication and language. However, she continues to support families with this area of development at home.

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Leadership and governance Strong standard

The childminder engages in the community around her. This includes liaising with other childminders as she shares updates to guidance and requirements with them and to help develop their provision with ideas. The childminder attends training to keep up to date when there are changes in guidance and to requirements. She works closely with external agencies and schools children attend to ensure the best support is in place and that she can support them with their learning further. The childminder considers these times to be important as the childminders cover for each other in an emergency. She places importance on all children and childminders building relationships in case this happens.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make evident progress in their learning. Parents share how the childminder helps children to develop their independence skills, such as being able to zip their coat up and learning to use the toilet. However, the focus to continue to support older children in their communication and language development is not as consistent as it was when they were younger, including promoting the love of books and using songs to support further.

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Achievement Expected standard

Parents also comment positively on how the childminder cares for children who need additional support as she assists them in identifying strategies that help them. For example, she helps children with managing their feelings and provides families with personal support. The childminder understands children's individual needs, which helps them to feel safe and secure in being themselves. This supports them to learn skills in preparation for the future.

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Curriculum and teaching Expected standard

From the beginning, the childminder works with families and uses assessments to determine where children are in their development. Furthermore, she completes additional assessments when gaps are identified to ensure the appropriate support is in place for children, especially for those with special educational needs and/or disabilities. The childminder plans strategies for children who need additional support, for example, visual displays of the routines and key words help children understand and support their communication.

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Curriculum and teaching Expected standard

There are high expectations for each and every child. The childminder teaches children and encourages them to do things for themselves, such as washing their hands and peeling fruit at snack time. Children show their understanding of previous learning. For example, they share they know the importance of eating healthy food as it 'makes their body strong'. The childminder explicitly teaches mathematics. Children show joy in practising their skills as they confidently count roses for Valentine's Day and match numerals to the number of objects. The childminder places a sharp focus on developing younger children's communication and language skills. However, the childminder needs to continue the sharp focus on communication and language for children's next steps and planned activities, even when they meet key milestones with their speech and vocabulary, to consistently build on the progress they have already made as they get older.

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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

The childminder works closely with all families that attend her setting. Parents comment on the support they receive personally as the childminder gets to know families and children well. In addition, parents are thankful for the childminder's support in their child's development. They feel their views are heard with how best to support their child, especially when they need additional support. The childminder swiftly adapts the care she provides. Children show they feel safe and secure in the childminder's care as they express their thoughts and needs. For example, they are clear what toys they want to play with and happily share what they were doing at the weekend over mealtimes. Children have a positive and strong relationship with the childminder. They share cuddles as they wake up from their nap time. Children behave well and know the routine of the day; they tidy up to familiar songs and hang their coat and hat on their peg.

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

The childminder demonstrates how she assesses children's development regularly and swiftly puts support in place when there are gaps in children's learning. The childminder carefully adapts practice as she values each child's uniqueness to support those with special educational needs and/or disabilities. For example, she quietly creates spaces for children when needed where they can best express themselves, so children thrive as they explore in an environment that meets their needs. This helps children to have a positive attitude in their play and to learn new skills. Children are supported to progress in their development from their starting points in learning. This includes younger children developing their speaking skills and building their vocabulary. Children have further opportunities to develop their social skills. For example, the childminder works closely with other childminders, and they arrange time together so children have opportunities to play and

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

interact with a wider range of children.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 16:30

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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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Next steps

The childminder should continue the sharp focus on communication and language teaching, including promoting the love of books, for older children to continue to support the progress they make.

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About this inspection

The inspector spoke with the childminder 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.

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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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