Childminder

Childminder

Unique reference number (URN): EY468792 Registered with Ofsted: 11/11/2013 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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Inclusion Strong standard

The childminder prides herself on offering a highly inclusive environment for every child in her care. She promptly identifies each child's individual needs and works effectively with families, other settings and external agencies. Clear and timely processes ensure that children and their families quickly receive the support they require. For example, when welcoming children who have recently moved from other countries, the childminder seeks additional funding for families and targeted external support to help them settle, access language development interventions and fully engage in learning. As a result, every child receives the correct support, enabling them to thrive and make high levels of progress in their learning.

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Inclusion Strong standard

The childminder skilfully and quickly identifies children's needs. She uses observation, assessment and discussions with parents and carers, as well as completing the progress check when children are between the ages of 2 and 3 years. This ensures that each child receives the right help at the right time. The childminder creates highly inclusive learning opportunities to develop all children's skills through her careful and thoughtful planning and quality daily interactions.

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Inclusion Strong standard

Children and their families receive consistent and nurturing support from the childminder. She knows all families very well. The childminder shares strategies and resources with them to support their child's learning in the home environment. This helps to ensure a consistent and joined-up approach. For example, the childminder shares visual cards with families to support their children's understanding of language. She talks to parents about the importance of speaking to children at their level, giving them time to respond to interactions. This approach helps children to develop and confidently practise their skills in every environment.

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Achievement Expected standard

All children, including those who require extra support in their learning, make progress from their individual starting points across all areas of learning. Children take part in carefully planned activities that support their development and help them to achieve their next steps in learning.

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Achievement Expected standard

Each child develops key early skills, which help to ensure that they are well prepared for the next stage of their learning. For example, children grow in independence, become confident communicators, develop physical confidence and build positive relationships with peers and adults. This provides a secure foundation that equips them with the skills they need for their future learning.

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Achievement Expected standard

Children develop secure foundations in communication and language through repeated modelling, questioning and opportunities to practise new words. They receive time to explore their own ideas. Children are confident to have a go during learning experiences. At times, children are not consistently supported with strategies that help them stay engaged in focused activities. As a result, some children may not get the most from the learning on offer.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and positive environment, where children understand and follow clear expectations for behaviour. Children feel secure and confident, and engage willingly in activities. They respond well to routines and transitions throughout the day. Children show increasing confidence in managing familiar expectations. However, the childminder does not consistently provide children with explanations of the impact their actions can have on others. This means, at times, children repeat unwanted behaviours and are not fully aware why these are inappropriate.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds trusting relationships with children, who respond positively to her guidance. Children seek the childminder for interactions and invite her into their play. The childminder models polite and considerate behaviour. She encourages children to develop confidence in resolving small disagreements constructively. For example, the childminder reminds children to use their words to communicate with their friends, sharing their feelings with each other to develop positive social skills. The childminder adapts her expectations according to each child's age and individual needs. This tailored approach helps all children to make positive progress in their behaviour and attitudes. The childminder works closely with families and knows them well. She supports regular attendance, such as by collecting children in the mornings and dropping them at home at the end of their day to meet their families' needs.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming environment, which she centres around children. Children arrive with high levels of excitement and beam with delight as the childminder greets them. The childminder creates secure relationships with children. She uses her knowledge of children and their families to help them feel valued and emotionally secure. The childminder generally supports children to recognise and understand their emotions. She models language for feelings and takes time to help children talk about how they are feel. This somewhat helps children begin to develop self-regulation and become more confident in expressing their needs.

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Children's welfare and wellbeing Expected standard

The childminder has a focus on developing children's independence in personal hygiene and self-care routines from an early age. She works closely with parents and carers to support children through toilet training, dressing and undressing and independent eating. Children access the toilet independently, tending to their own needs. Additionally, they remove their coats and shoes when they arrive. The childminder is close by to support where needed. These expectations teach children how to keep themselves safe and care for their bodies.

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Children's welfare and wellbeing Expected standard

The childminder is mindful of children who face barriers in their learning. She adapts her approach to best meet their needs, ensuring that they have space and time to participate and receive the attention they need. The childminder helps all children to develop their confidence and resilience.

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Children's welfare and wellbeing Expected standard

The childminder creates positive relationships with families, which helps to ensure continuity between home and her setting. She communicates regularly at the beginning and end of each day and invites parents to join trips in the local area. This partnership ensures consistency for children and keeps their welfare and emotional wellbeing at the centre of the childminder's daily practice.

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Curriculum and teaching Expected standard

The childminder constructs and delivers a purposeful and broad curriculum for all children that attend. She carefully considers children's developmental levels and what she wants them to learn, having clear goals for their learning. The childminder is aware of those children that need extra support in learning and typically adapts her teaching style to support them to engage successfully. However, at times, when children become distracted during activities, the childminder does not always make full use of strategies that could help refocus children and maintain a calm, purposeful learning environment.

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Curriculum and teaching Expected standard

The childminder actively promotes children's communication and language across all areas of her provision. She speaks to children clearly and gets down to their level to make eye contact when delivering instructions. This ensures that children listen and understand instructions. The childminder fosters children's love of books when she reads them a story with enthusiasm. She engages children by encouraging them to think about what might happen next, valuing their ideas and input.

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Curriculum and teaching Expected standard

The childminder weaves mathematical language throughout everyday discussions. During a baking activity, the childminder uses language such as 'more' and 'less' to describe quantities. Children count the number of scoops they add and, at snack time, request the colour of plate they would like. Children develop confidence using mathematical language and understanding concepts.

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Curriculum and teaching Expected standard

The childminder supports children's physical development daily by providing a wide range of purposeful indoor and outdoor activities. Children use the stairs with confidence from a young age. They learn to be safe and develop strength, coordination and vital skills for the future.

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Leadership and governance Expected standard

The childminder typically has an accurate understanding of her provision. She is committed to continuously improving the quality of education and care she provides. Through close monitoring, self-reflection and collecting parents' feedback, the childminder identifies the strengths of the setting and areas for further development. She works with external professionals to develop her support and environment for children that face barriers to learning, particularly those who struggle with regulating their feelings. For instance, she is creating calming spaces and introducing strategies to support children with their emotions.

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Leadership and governance Expected standard

Parent engagement is positive. Their feedback highlights the excellent support and communication from the childminder. Parents work together with the childminder to support children's next steps and learning in the home environment. The childminder has an effective partnership with the local school and nursery, supporting smooth transitions for each child. She has regular discussions with the settings that children attend. The childminder shares information about children that attend provisions to ensure that there is a consistent approach to children's care and learning.

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Leadership and governance Expected standard

The childminder maintains her own professional development through ongoing training and keeps up to date with the latest early years guidance. The childminder understands her statutory responsibilities and ensures that all requirements are met. She completes relevant training, such as safeguarding and first aid.

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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 are happy, safe and secure in the calm and nurturing environment the childminder creates. Children form positive relationships with the childminder. They enjoy her interactions and seek her for reassurance. Children explore their environment with confidence. They make choices and engage with purpose with the activities on offer. Children made progress in all areas of learning.

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

Children develop positive social skills. They learn to take turns and share with their friends. During a baking activity, children offer their friends resources and watch with anticipation as they each attempt to crack open an egg. When they achieve this, children clap and share words of happiness. They relish the praise from one another. Children are respectful and value one another from an early age.

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

The childminder develops children's concentration and independence in all she does. She uses everything as a learning opportunity. The childminder allows children to have a go without any pressure or time constraint. For example, at snack time, children choose and cut their own fruits. They attempt to peel oranges and bananas, developing their self-help and physical skills. On the daily nursery run, children learn to be safe and climb several flights of stairs, developing their physical skills. The childminder uses these experiences to promote children's safety and independence in everyday routines.

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

Children who face barriers to learning are well supported. The childminder adjusts routines and activities to ensure that children are able to join in and feel fully included. For example, when children encounter conflict, she uses strategies with children that she knows are effective to help them to express themselves and develop skills to regulate their emotions successfully.

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

Families feel welcomed and involved. Parents and carers value the regular communication and practical guidance they receive, particularly where children require extra support or attend more than one setting. Overall, children belong, enjoy learning and thrive in an environment that balances care, play and learning.

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Next steps

The childminder should consider how to adapt teaching and use strategies to support all children to consistently engage in focused learning activities successfully. The childminder should strengthen behaviour strategies to support all children to consistently understand rules, boundaries and the impact their actions have on others.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 19:00

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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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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

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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